Structural racism—implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color—is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem. These recommendations include a list of resources for addressing structural racism.
{"title":"Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model","authors":"Jandel Crutchfield, Kate Phillippo, A. Frey","doi":"10.1093/cs/cdaa015","DOIUrl":"https://doi.org/10.1093/cs/cdaa015","url":null,"abstract":"\u0000 Structural racism—implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color—is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem. These recommendations include a list of resources for addressing structural racism.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45191718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Possibility of Critical School Social Work: Our Role in Disrupting Racial Inequity","authors":"Elisa L. Meza","doi":"10.1093/cs/cdaa018","DOIUrl":"https://doi.org/10.1093/cs/cdaa018","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46647127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
James P. Huguley, Ming-Te Wang, Samson Pasarow, J. Wallace
{"title":"Just Discipline in Schools: An Integrated and Interdisciplinary Approach","authors":"James P. Huguley, Ming-Te Wang, Samson Pasarow, J. Wallace","doi":"10.1093/cs/cdaa012","DOIUrl":"https://doi.org/10.1093/cs/cdaa012","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Role of School Social Workers and Sex Education: From Policy Advocacy to Direct Practice","authors":"L. V. Sosa","doi":"10.1093/cs/cdaa010","DOIUrl":"https://doi.org/10.1093/cs/cdaa010","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy J. Kaye, Vanja Pejic, Molly Jordan, Kristine M. Dennery, D. DeMaso
Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.
{"title":"Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model","authors":"Amy J. Kaye, Vanja Pejic, Molly Jordan, Kristine M. Dennery, D. DeMaso","doi":"10.1093/cs/cdaa005","DOIUrl":"https://doi.org/10.1093/cs/cdaa005","url":null,"abstract":"\u0000 Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.
{"title":"Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents","authors":"Cristina Mogro-Wilson, Lorin Tredinnick","doi":"10.1093/cs/cdaa008","DOIUrl":"https://doi.org/10.1093/cs/cdaa008","url":null,"abstract":"\u0000 Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hilary Lustick, C. Norton, Sonia Rey Lopez, Jennifer Greene-Rooks
Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely,empowerment theory— can support teacher training and implementation of community-building circles.
{"title":"Restorative Practices for Empowerment: A Social Work Lens","authors":"Hilary Lustick, C. Norton, Sonia Rey Lopez, Jennifer Greene-Rooks","doi":"10.1093/cs/cdaa006","DOIUrl":"https://doi.org/10.1093/cs/cdaa006","url":null,"abstract":"Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely,empowerment theory— can support teacher training and implementation of community-building circles.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46431436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School social workers (SSWs) play a vital role in district-level education, but ambiguity within our collective understanding of school social work is a pervasive problem. Clarity of the SSW role is important for communities of place (schools), practice (SSWs), and circumstance (consumers of school social work). This research recruited and surveyed 52 SSWs in a focal state to contextualize their practice domains and professional capacity. Findings broadly pertain to the actual and idealized education and training of SSWs, as well as their case-level and cause/system-level job functions. The article concludes with a discussion of the implications for policy, practice, and future research.
{"title":"Education, Training, Case, and Cause: A Descriptive Study of School Social Work","authors":"Brad Forenza, Betsy Eckhardt","doi":"10.1093/cs/cdaa003","DOIUrl":"https://doi.org/10.1093/cs/cdaa003","url":null,"abstract":"\u0000 School social workers (SSWs) play a vital role in district-level education, but ambiguity within our collective understanding of school social work is a pervasive problem. Clarity of the SSW role is important for communities of place (schools), practice (SSWs), and circumstance (consumers of school social work). This research recruited and surveyed 52 SSWs in a focal state to contextualize their practice domains and professional capacity. Findings broadly pertain to the actual and idealized education and training of SSWs, as well as their case-level and cause/system-level job functions. The article concludes with a discussion of the implications for policy, practice, and future research.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.
{"title":"Children’s Perspectives on a School-Based Social and Emotional Learning Program","authors":"Eva Medin, G. Jutengren","doi":"10.1093/cs/cdaa007","DOIUrl":"https://doi.org/10.1093/cs/cdaa007","url":null,"abstract":"\u0000 Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41278480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A 2004 study conducted by the U.S. Department of Education on the prevalence of sexual abuse in schools estimated that nearly 10 percent (4.5 million) of K–12 students in the United States reported being the victims of sexual abuse by a teacher (Shakeshaft, 2004).Although several subsequent studies have examined the phenomenon, no comprehensive study enumerating the prevalence of teacher-perpetrated sexual misconduct has been commissioned more recently by the department. However, whether the recent headlines are the result of heightened awareness, prevalence,or both, there is evidence that suggests the issue remains. A 2007 AP Wire Services report draws the obvious parallel between the occurrence of teacher-perpetrated child sexual abuse (CSA) and the clergy scandal that has rocked the Catholic Church (Irvine & Tanner, 2007). Their seven-month investigation covering the years 2001 to 2005 found 2,750 educators in the United States whose teaching credentials were surrendered, sanctioned, or revoked following charges of sexual misconduct. Young people were the victims in 1,801 of the cases, and 80 percent of those were students. A 2016 USA Today investigation compiled disciplinary records of certified teachers among all 50 states, using the open records laws (Reilly, 2016). The report found that states failed to report the names of at least 200 teachers whose license revocations were prompted by allegations of physical abuse or CSA to a centralized national database operated by the nonprofit National Association of State Directors of Teacher Education and Certification. The omissions allowed the teachers to obtain classroom jobs in other states.A 2017 study by the U.S. Department of Justice found 39 states out of compliance with 2015 federal legislation banning the practice known as “passing the trash”— school districts helping accused predators find other jobs to make them the new districts’ problem (Olson, 2019).
{"title":"Social Workers Have a Role in Curbing Sexual Grooming in Schools","authors":"D. Pollack, R. Reiser","doi":"10.1093/cs/cdaa004","DOIUrl":"https://doi.org/10.1093/cs/cdaa004","url":null,"abstract":"A 2004 study conducted by the U.S. Department of Education on the prevalence of sexual abuse in schools estimated that nearly 10 percent (4.5 million) of K–12 students in the United States reported being the victims of sexual abuse by a teacher (Shakeshaft, 2004).Although several subsequent studies have examined the phenomenon, no comprehensive study enumerating the prevalence of teacher-perpetrated sexual misconduct has been commissioned more recently by the department. However, whether the recent headlines are the result of heightened awareness, prevalence,or both, there is evidence that suggests the issue remains. A 2007 AP Wire Services report draws the obvious parallel between the occurrence of teacher-perpetrated child sexual abuse (CSA) and the clergy scandal that has rocked the Catholic Church (Irvine & Tanner, 2007). Their seven-month investigation covering the years 2001 to 2005 found 2,750 educators in the United States whose teaching credentials were surrendered, sanctioned, or revoked following charges of sexual misconduct. Young people were the victims in 1,801 of the cases, and 80 percent of those were students. A 2016 USA Today investigation compiled disciplinary records of certified teachers among all 50 states, using the open records laws (Reilly, 2016). The report found that states failed to report the names of at least 200 teachers whose license revocations were prompted by allegations of physical abuse or CSA to a centralized national database operated by the nonprofit National Association of State Directors of Teacher Education and Certification. The omissions allowed the teachers to obtain classroom jobs in other states.A 2017 study by the U.S. Department of Justice found 39 states out of compliance with 2015 federal legislation banning the practice known as “passing the trash”— school districts helping accused predators find other jobs to make them the new districts’ problem (Olson, 2019).","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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