Working Together Conference Classroom to Prison Cell The relationship between school and youth offending Dr Alison Sutherland (Ph.D.)

6 females, 19 males Average age 15 years 9 months Invercargill to North Auckland Ethnicity (self reported): ‘ From Classroom to Prison Cell: Young offenders perception of their school experience.’

6 females, 19 males

Average age 15 years 9 months

Invercargill to North Auckland

Ethnicity (self reported):

There is a direct relationship between alienation from school and youth offending

Existing research indicates there are 7 risk factors the school experience contributes to students’ alienation and the pathway to youth offending. It is not any one risk factor, but the combination of risk factors that leads a young person to offend.

1. Inadequate/traumatic transition to school At school entry I didn't want to go to school because it was the first time. Freaking out in front of everybody, I started crying to my mum saying I don't want to mummy. (Patrick) Between schools (e.g. primary and intermediate; intermediate and college, one school to another) I felt like I was a little boy, and I didn't want to come to this school because I didn't really know anyone. It was just the beginning when I start school, I don't feel, it's like I don't feel welcome. ( Albert )

1. Inadequate/traumatic transition to school

At school entry

Between schools (e.g. primary and intermediate; intermediate and college, one school to another)

2. Unhealthy school climate High rates of student and teacher absenteeism Air of disrespect between staff and students “ There was a lot of yelling at school from the teachers and, um, everybody.” (Elle) Lower expectations from teachers and students Differing values between home and school community “ I don’t stop things when I go to school. I’m not like, I’m one person here and then I’m one person at school. I’m always the same person.” (Georgie)

High rates of student and teacher absenteeism

Air of disrespect between staff and students

Lower expectations from teachers and students

Differing values between home and school community

3. Academic failure Learning difficulties (deficits in reading/math/writing) Underachievement Reduced self esteem Increased alienation “ Just do it, do it, do it. ” I can't do it. 'Cause I need help with it. [ W hispers in female voice] “ Just try, just try. ” [Angry] “ And I've been there so many times and I can't do it. ” (Nick)

Learning difficulties (deficits in reading/math/writing)

Underachievement

Reduced self esteem

Increased alienation

4. Antisocial peer relationships formed at school Rejected by their pro-social peers Mix with other anti-social students Contagion effect increases anti-social behaviours Girls particularly vulnerable Got my cheeky mouth from my boy mates. If a girl would get smart to us, I'd just say something real stupid but we all thought it was funny, so I'd just get real cheeky. I was like, if you want a fight, bring it on. (Siara)

Rejected by their pro-social peers

Mix with other anti-social students

Contagion effect increases anti-social behaviours

Girls particularly vulnerable

5. Negative student/school-personnel relationships Behaviour challenging students more likely to be punished High levels of conflict and negative interactions Cycle of negative responses Teacher seeks solace/support in the staffroom Child develops negative reputation “ Because each teacher that I went to just didn't like me because they heard other things from other teachers, and they'd think that I'm naughty, and yeah. ” (Alan)

Behaviour challenging students more likely to be punished

High levels of conflict and negative interactions

Cycle of negative responses

Teacher seeks solace/support in the staffroom

Child develops negative reputation

6. Mistreatment by school personnel May be intentional or unintentional Withdrawal from the only school activites the child enjoys or is good at Using their work to demonstrate poor example Verbal and/or physical assault Using fear, criticism, ridicule, intimidation to control Racism and other forms of prejudice “ I was walking off just to cool down so I don't want to get into anger, then [the PE teacher] goes, yeah, get lost then you little black nigger.” (Patrick)

May be intentional or unintentional

Withdrawal from the only school activites the child enjoys or is good at

Using their work to demonstrate poor example

Verbal and/or physical assault

Using fear, criticism, ridicule, intimidation to control

Racism and other forms of prejudice

7. School policy abuse Retaining/labelling/streaming at-risk students Use of intolerant zero-policies Ejecting the child from the school system Transfers anti-social behaviours from school to the community When I got expelled I was told to walk home and I didn't come home for a few days because I was scared to go home. The first time was for smoking. Smoking cigarettes. (Craig)

Retaining/labelling/streaming at-risk students

Use of intolerant zero-policies

Ejecting the child from the school system

Transfers anti-social behaviours from school to the community

We were suffering from nicotine withdrawal The teachers and principals treated us unfairly They expected too much from us School’s expectations and rules were different from home The subjects they taught had no meaning for us They wanted us to be compliant all the time We were always being punished The young people’s voices We feel powerless and unheard in school We couldn’t do the work like the other kids It was compulsory to go; we didn’t have a choice My Ph.D. Research

Research Findings The school experience does not cause a y/p to offend, but exacerbates existing predisposition created by external and internal risk factors All of the young people were alienated from school; it was meaningless The cumulative effect of negative school experiences contributed to their sense of alienation

The school experience does not cause a y/p to offend, but exacerbates existing predisposition created by external and internal risk factors

All of the young people were alienated from school; it was meaningless

The cumulative effect of negative school experiences contributed to their sense of alienation

The ‘Tsunami Effect’

Research Findings cont. They exhibited severe antisocial behaviours when they were in school Legally obliged to attend school, powerless, they used their behaviours to get themselves ejected The more tolerant the school, the more frustrated they became and the more their behaviours intensified They wanted to learn about things that mattered to them

They exhibited severe antisocial behaviours when they were in school

Legally obliged to attend school, powerless, they used their behaviours to get themselves ejected

The more tolerant the school, the more frustrated they became and the more their behaviours intensified

They wanted to learn about things that mattered to them

My Conclusions Children at risk of future serious offending are identifiable within the school setting Agencies can take advantage of the compulsory requirement to attend school Students who exhibit severe antisocial behaviours can be ‘red-flagged’ by school personnel Using a validated ‘early assessment of risk tool’, we can reduce the negative effect of false positives

Children at risk of future serious offending are identifiable within the school setting

Agencies can take advantage of the compulsory requirement to attend school

Students who exhibit severe antisocial behaviours can be ‘red-flagged’ by school personnel

Using a validated ‘early assessment of risk tool’, we can reduce the negative effect of false positives

NZ-EARL Critical Risk Assessment Screening Tool Uses a triangulated approach to data gathering Yields a one-page scoring sheet Identifies research-based ‘critical risks’ to guide targeting of appropriate interventions Parents involved as active participants in the assessment process Involves the child through interview and observation Risk factors divided into ‘Family’, ‘Child’, and ‘Responsivity’ categories

Uses a triangulated approach to data gathering

Yields a one-page scoring sheet

Identifies research-based ‘critical risks’ to guide targeting of appropriate interventions

Parents involved as active participants in the assessment process

Involves the child through interview and observation

Risk factors divided into ‘Family’, ‘Child’, and ‘Responsivity’ categories

Recommendations Schools be better equiped to manage and support children exhibiting severe behaviour Children at risk of future criminal offending referred through the school setting from age 6 years The NZ-‘Early Assessment Risk List’ trialed as a school-based identification tool

Schools be better equiped to manage and support children exhibiting severe behaviour

Children at risk of future criminal offending referred through the school setting from age 6 years

The NZ-‘Early Assessment Risk List’ trialed as a school-based identification tool

Key agencies form ‘Critical Risk Intervention Teams’ Results from Critical Risk Assessments be kept on secure database for ongoing research purposes Consideration be given to long-term residential school support for our most at-risk young people Recommendations cont.

Key agencies form ‘Critical Risk Intervention Teams’

Results from Critical Risk Assessments be kept on secure database for ongoing research purposes

Consideration be given to long-term residential school support for our most at-risk young people

If schools are part of the problem, we have a moral and social obligation to be a part of the solution But we cannot do it alone.