How the school-to-prison pipeline is damaging to students with disabilities

By Kaylie Foster

While schools are intended to be a place for students to learn safely, disabled students are disproportionately punished at school, making learning more difficult. Punishment in schools can lead to involvement of law enforcement, dooming vulnerable youth to a lifetime in the justice system.

What is the school-to-prison pipeline?

The school-to-prison pipeline is the idea that juveniles in minority groups – particularly students of color and disabled students – are funneled into the justice system through schools [1]. These students are more frequently targeted for punishment than white students and students without disability diagnoses [2].

Over one-third of incarcerated youth have at least one disability, and black students are six times as likely to be confined as a form of punishment [1]. Students with disabilities are twice as likely to be suspended from school, more likely to be deemed “serious threats” through school threat assessments, and more likely to be victims of bullying [3].

Students who are punished at school are more likely to have the police called on them or have a Student Resource Officer (SRO) use force or charge the student with a crime. Once a student has a criminal record, it becomes more challenging for them to reenter the educational environment [2]. Additionally, criminal convictions cause complications in finding jobs after leaving the justice system, making people convicted of a crime more likely to commit crimes of necessity and return to the justice system [1].  

How does the school-to-prison pipeline affect students with disabilities?

Children are often diagnosed with disabilities in their K-12 years. Because students with disabilities are usually given a modified or separate learning environment, children may internalize a feeling of otherness, inferiority, or believe they are at a biological deficit compared to their peers [1].

Students with disabilities are more likely to be surveilled and punished in schools, especially in urban communities of color. These communities often lack resources for students with disabilities and are more likely to have segregated special education environments [1].

Children of color are more likely to be misdiagnosed with the wrong disability or mistakenly diagnosed with a disability they do not have, leading to mistreatment in school. When students of color exhibit behavioral problems due to external factors (such as food insecurity, homelessness, or bullying), they are more likely to be misdiagnosed with a disability that increases surveillance and may cause them to act out more [1].

One misdiagnosis that particularly plagues students of color is “emotional disturbance” (ED). ED is a catch-all diagnosis that is given to students with behavioral issues to avoid giving a more specific diagnosis. Students with ED are not guaranteed disability resources, such as IEPs, leaving their needs unmet [2].

Students with ED are more likely to be suspended, which interferes with the seat time necessary for learning. They are also more likely to be punished, have law enforcement called on them, and be charged with crimes [2].  

Students who are diagnosed with a disability may receive modified educational materials, even students who are high achievers. The feeling of receiving a “dumbed-down” curriculum can be frustrating and cause students to act out, increasing surveillance and police intervention [1].

Disabled students experience restraint and seclusion punishments more often than non-disabled peers. Restraint occurs when teachers or school staff restrict a student’s ability to move, such as holding their arms still or pushing their head down, which can physically endanger students. When students are removed from a classroom and placed in a space where they are alone, they are experiencing seclusion. Seclusion can leave a child in a situation where it is difficult to ask for help [2].

Restraint and seclusion are used more frequently in special education classrooms. These incidents are usually documented, and students who receive these punishments are often deemed aggressive and experience more surveillance. The trauma from these punishments can interfere with students’ desire to go to school because they are afraid of force [2].

Several factors can worsen the schooling experience and increase punishment for students with disabilities. Students who experience food insecurity or homelessness may have a more difficult time engaging in learning or may miss homework assignments. When students struggle with bullying or have teachers perceive them as lazy, they may become upset and absent from the learning environment. Teachers may punish students for these shortcomings without asking why the student is falling behind or offering assistance [2].

How can educators protect students with disabilities from unfair punishment?

When classroom settings are fully inclusive for students with and without disabilities, all students are more likely to be successful, and keeping students out of the prison system saves tax dollars [1].

Advocacy Denver recommends SROs receive more training on trauma-informed responses, the connections between disability and behavior, and de-escalation techniques to better handle situations that involve disabled students acting out. Additionally, schools should be equipped with more professionals with experience in counseling and mental health services. The ratio of social workers to students with intensive needs should be 1:50 [3].

Educators should be trained on trauma-informed responses to help students understand their feelings. Social-emotional curricula should be implemented to encourage academic success, social relations, and mental health for students with disabilities [3].

Teachers should listen to students before punishing them to help children navigate their feelings. Behavior is a form of communication, so understanding the cause of the behavior should always precede punishment [2]. Offering students understanding and resources is essential to disrupting the school-to-prison pipeline.

Sources

[1] Stetler, C. (2023, October 25). Disability studies faculty focus on “special ed to prison pipeline.” Newark. https://www.newark.rutgers.edu/news/disability-studies-faculty-focus-special-ed-prison-pipeline

[2] Autistic Self-Advocacy Network. (2022). School-to-prison pipeline. ASAN. https://autisticadvocacy.org/wp-content/uploads/2022/06/School-to-Prison-Pipeline-PL.pdf

[3] Bisceglia, P., & Fusco, S. F. (2019, August 20). Disrupting the school-to-prison pipeline. Advocacy Denver. https://leg.colorado.gov/sites/default/files/images/advocacy_denver_8.20.19_-_school_safety_-_final.pdf