EDUCATION UNDER ARREST: - Justice Policy Institute

EDUCATION UNDER ARREST 27aspects of the curriculum. 109For example, in an articleabout the Cossitt School inIllinois, the Chicago Tribunedescribes a science lesson asnot only talking aboutmolecules from a scientificperspective, but also aspartnerships. 110 In 2004,Illinois became the first stateto require that SEL be partof the curriculum and dailyteaching and is now anational model.Numerous evaluations haveshown the effectiveness ofSEL in schools not only inthe improvement ofbehavior in school, but also in academicperformance. One meta-analysis supported bythe William T. Grant Foundation reviewed 213school-based SEL programs involving 270,034kindergarten through high school students andfound improved social and emotional skills,attitudes, behavior, and academicperformance. 111SOCIAL AND EMOTIONAL LEARNING IN ILLINOISIn 2004, Illinois became the first state to require that social andemotional learning be part of the curriculum and daily instruction,which means that alongside science and math, students are expectedto reach benchmarks associated with building empathy, managingconflict, and recognizing one’s own emotions.Research has shown that social and emotional learning not only helpsimprove student behavior, it also improves achievement. According toa Chicago Tribune article, one principal from an Illinois school, JackHille Middle School, “acknowledged some skepticism when her schoolimplemented social and emotional learning four years ago. Since then,‘everything has improved…our test scores, the climate of the building,our parent communication,’ she said, ‘There’s been a huge shift ofwhere we were and where we are now.’”Source Bonnie Miller Rubin, “Beyond book learning: Schools teach social andemotional skills,” Chicago Tribune, October 5, 2010.http://articles.chicagotribune.com/2010-10-05/news/ct-met-1005-teens-socialskills-20101004_1_social-and-emotional-learning-students-school-dayenvironment. In addition, there is a wide arrayof research that suggests that mentoring, peerconflict resolution, and other student-centeredbehavior responses could work instead ofpunitive zero tolerance policies. 113 Otherschools have implemented a school-based crisisintervention strategy in which SROs are servingas the first line of defense for students whomight harm themselves or others. 114Behavioral Monitoring and ReinforcementProgram (BMRP): A two-year school-basedprogram for middle school, high risk studentsfor the purpose of helping youth from cominginto contact with the justice system, engaging indrug use, or dropping out of school. BMRPfocuses on rewarding good behavior andworking to empower youth. Evaluationssummarized by the Advancement Project showthat participants displayed improved behavior,better grades and attendance, and less reporteddrug use. 112As mentioned previously, evidence suggeststhat well-trained teachers and guidancecounselors not only help students be successfulin school, but also promote a safe schoolPeaceable schools and conflict resolution:Peaceable schools use conflict resolution as theguiding principle of the entire school and theidea that a non-violent, peaceful society is areachable goal. Schools treat all conflicts, eventhose that are labeled as disorderly ormisbehavior, as a learning opportunity. Conflictresolution includes identifying problems,learning to community effectively with others,and developing one’s one emotionalunderstanding. Peaceable schools have beengenerally been found to reduce conflict, increasepositive behavior, and promote learning. 115 Onenational example is Peaceable SchoolsTennessee, which has been in operation since1996. During the initial implementation,Tennessee schools that participated in the