Running head: LITERATURE REVIEW 1 LITERATURE REVIEW 43 Literature Review Police Involvement with discipline among the Youths Introduction The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016). The process of youth punishment at school The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016). The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies. Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.

1. Running head: LITERATURE REVIEW
1
LITERATURE REVIEW
43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile
detention center for minor classrooms misbehaviors. The police
are given fettered authority to stop, frisk, detain, question,
search and arrest school children on and off school grounds.
Some are even permanently stationed in nearly every high
school. Very many schools employ this method in the country to
get discipline in the high-schools (Mallett, 2016). It is

2. considered that this method pushes the children out of the
classrooms. It is believed that they are forced out of classrooms
into other crimes in the society. The criminal justice system at
alarming rates leads to many students being siphoned into the
criminal justice system a process called school-to-prison
pipeline. The policy encourages police presence at schools,
harsh tactics including physical restraint, and automatic
punishments that result in suspensions and out-of-class time are
vast contributors of the pipeline, but the problem is more
complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the
classroom. When the teacher needs to punish the students, they
are referred to the school in the prison system. The process
might not be direct, but they are pushed out of class, this will
lead students engaging in anti-social behaviors that will lead to
them being detained by the police officers designed by the
school. The zero-tolerance policies have pre-determined
punishments for a full degree of rule violations. The system
does not distinguish between serious and non-serious offenses.
All student who makes such mistakes is committed to the same
level of punishments. The most common example would be
showing any signs of indiscipline to the teacher (Guenther &
Taylor, 2016).
The second reason is mostly due to school disturbances laws
that for example fighting in school or participating in racially
discriminatory activities. These policies are managed mainly by
school resources officers. The crime that has led to most youths
being expelled under this category are students coming to
school with drugs or weapons like guns. Male students have
registered the highest number of expulsion under the same
policies.
Finally, when the kids break municipal laws, they are likely to
face the same consequences. The city ordinances that are mostly
broken include; youth and students organizing parties that run
late into the night causing disturbance to the neighboring

3. community that in turn calls the police. In this case, females
who cannot vanish as quickly enough are the ones that are
highly subjected to the juvenile systems that will, in turn, lead
to school drop-out (Guenther & Taylor, 2016).
The relevance of Youth punishment by police
A total approximation of 3.3 million is suspended from school
each year. An expulsion of 100,00 thousand that occur every
year. This number is increasing due to the rate of growing
adoption across several states and schools. This shows the
reason why there are rising rates of youths in crime. Once the
children drop-out they are likely to be incarcerated than
graduated teenagers (Heitzeg, 2016).
There have been several debates as to whether this policy
should be brought to a halt or should be continued. An essential
step towards ending this policy is favoring the different
techniques in the education system. Representatives from both
the education and justice systems have offered testimonies of
how this form of punishment has led to high cases of drop-outs
in school (Heitzeg, 2016). According to Nance (2015), the
highest surprise, in this case, is that these children, the majority
of them are arrested for non-violent cases. They are just
arrested for being disruptive. Seventy percent of these are cases
of African Americans, the Hispanic origin that has been fitted
into these trends.
Racism, education and school suspension.
Education is a fundamental right that should be accessed by
everyone, the suspension and the school to prison form limit
this right very much. Students in minority groups: African -
Americans and Latinos are significantly impacted. According to
research figures from the odds, one in every six black students
was suspended (Nance, 2015). That was slightly higher than the
Latino students where one in every fourteen of them was
suspended. The Asian and the whites are the least, where only
one out of fifty is either suspended or excelled
The disparity does not end there. It continues to affect even
children living with a disability. About 1 in 4 black children

4. with disabilities was suspended the same year at least once.
Children with emotional disabilities were the profoundly
affected victims. They were the ones that were highly suspended
or expelled from their classrooms. Suspension and expulsions
have become the new disciplinary tool without considering its
drastic consequences (Nance,2015).
According to Mathew Cregor, an attorney with the NAACP
legal defense fund, the more we don’t tackle the issue the
higher number of dropouts from high school we shall have. He
further suggests that the drop out crisis is part of the
achievement gap that cannot be assumed like thought by many.
This situation is viewed on as a local responsibility while it is
much of a collective responsibility since it affects the
community in general. Variables such as socio-economic class
can be brought into the system but not quite compared to the
racial factor (Mallett, 2016).
Preferable disciplinary methods for learners.
The research is based on the belief that this notion can be
changed through other methods. Discipline can be achieved by
both the students and teachers but not necessarily through
criminalization. The UNHCR has equally expressed concerns
with the increased criminalization of students in response to
school disciplinary problems. In their recommendation, they
requested the government and other stakeholders to use
alternatives forms and application of laws that will in any way,
reduce the rates of dropouts in school. The same organization
also raised concerns about corporal punishment in schools while
comparing it to the school-to-prison pipeline. Expressing the
fears that the school-to-prison was even causing more harm than
corporal punishment (Mallett, 2016).
Purpose of the literature review.
The literature review, therefore, focuses on the best practices
that have been used successfully and assessed by other scholars
who have documented them down. The literature focuses on the
school-wide discipline, traditional punitive model suspension,
expulsions increasing criminal activity among the youth,

5. restorative school discipline, a favorable school climate that is
inclusive and safe. Additionally, the role of quality instructions
and how the student focus and learning styles affect the same.
The literature extends to differentiated instructions that will
lead to a reduced number of school drop out that happen
through the school-prison pipeline. Finally, the paper will focus
on literature on culturally responsive teaching and how teacher
development can be achieved through culturally responsive
ways (Erevelles, 2014).
School discipline
According to the literature by Morgan, Salomon, Plotkin &
Cohen (2014), school discipline entails more than just
punishment. It is quite complicated and even entails the student
self-discipline. Discipline and its opposite are transactional
phenomena, not only nested in classrooms but also in the
society and the environment around the student. The
interactions of how the children produce disciplined behavior
are created and moderated during the pedagogical development
of the child influenced by the environment. The environment, in
this case, in this case, includes; social-economic status, school,
and classroom composition and structure. It is from this
structure that the student learns their professional roles in the
society and even in the school. It would be very judgmental to
secure punishments that lead to school-to-prison juvenile justice
systems. The school should therefore at some point provide
support for the children that are affected by their previous
social community. At risk youth that includes; racially affected,
gender and culturally troubled youth should find the school the
neutral place that provides a second home for them, but this
isn’t the case.
According to literature by Kupchik & Catlaw, (2015) schools
typically respond to disruptive students with external forces that
include; office referrals, corporal punishment, suspension, and
expulsions. These acts as proof that school does not provide the
second home that it is supposed to. The article by Monahan,
VanDerhei, Bechtold & Cauffman, (2014) creates three stages

6. of the classroom and school management where discipline can
be achieved without using the three school to prison methods
especially for children living in the urban centers. He further
exploits practical approaches that examine the epistemological
and empirical roots of the three methods. The article further
assumes that these methods are the best to be used even to
persons with disabilities. It doesn’t exclude emotionally and
mentally challenged children. The underlying argument of the
article is that school intervention can be used to create
discipline, create cognitive and behavioral ecologies that
promote both situational and student learning order than school-
to-prison methods as already mentioned. The research explores
behavior approaches, school-wide positives behavioral support
and positive youth development.
Methods of encouraging school discipline.
Classroom management approach
According to the paper by Monahan, VanDerhei, Bechtold, &
Cauffman, (2014) improving school management through
behavioral approaches focuses on improving the efficacy and
holding the power of the classroom. It deals with school
discipline by increasing the strength and quality of classroom
activities. The underlying appreciation of this method is that the
classroom activities that encourage self-discipline by educating
students about it foster healthy student developments and
motivation. It is doubtful therefore that these students can
afterward participate in indiscipline cases. In the stronger
external circumstance, the school-wide approaches can be
adopted but for the classroom management approach stands-out.
According to literature by Gregory, Clawson, Davis &
Gerewitz, (2016), classrooms are viewed as behavioral streams,
divided into sections that can mentor behavior change. These
programs and sections are responsible for creating orders at a
given time and ensuring that these orders are followed to create
a particular routine. These routines are developed into
behaviors. It is assumed that these behaviors can become create
good discipline.

7. Additionally, the classroom creates instructions and signal
systems that have to be adhered to. Norms, rules and
interpersonal relationships play a role, but they are endowed
with the overall picture of the classroom management. The
psychologist believes that it is the classroom order and
management that create and maintains the overall discipline.
The strengthening of the classroom program will not provide
idle time for the engagement of the student into indiscipline
behaviors (Gregory, Clawson, Davis & Gerewitz, 2016).
The teacher core management task is to gain and maintain
student’s cooperation in the program. The activity segment is
defined by the teacher. He then introduces the same to the
student and relays to them what should be accomplished. The
task by the student and the teacher are supposed to be
collaborative. The teacher and the students should jointly
construct classroom order. The complexity of the task will be
defined by many other factors that include. Social and
emotional capacities of the students, the quality of the
relationship between the teacher and the student and seasonal
variations and distractions (Okonofua, Walton & Eberhardt,
2016).
Classroom management according to literature by Okonofua,
Walton & Eberhardt, (2016), is an enterprise of creating
conditions for student involvement in other curricular activities.
These curricular events helped in directing the youthful energy
from the students. The holding power of concentration is likely
to go down. But in this case, the reaction of the teacher helps to
manage the system. An alert teacher would give an “shh”
gesture or give close physical proximity so that the student can
be aware that the teacher is noticing their misbehavior. Skiba &
Losen, (2016), in their article on teachers, emphasizes that it is
these short, unobtrusive reminders that make the student co-
operate even if the vectors of the lesson are weak.
The literature by Skiba & Losen, (2016), creates a slight
difference in the literature by Okonofua, Walton & Eberhardt,
(2016). Skiba & Losen (2016) reasons that a well-managed

8. classroom supports academic achievements rather than
discipline. According to them, discipline is preferably an
outdoor SWPBS and PYD approach. The academic result
variation will come from the variation by the teacher.
Nonetheless, the article agrees with the latter that promoting
classroom engagement shapes the character of the learner.
Therefore, creating discipline. He further claims that, when
there is unruly classroom behavior, it will later manifest in the
overall school discipline and finally the adverse effects like the
school to prison method will be used. The holding power in the
classroom, if not efficient, it is doubtful that the school will
make up for it.
By speaking of a classroom, there have to be students willing to
attend and be engaged. It is through the same that parental and
societal guidance will be needed so that the student understands
the importance of being the classroom. It would be tough to
engage the students in a chaotic, unsafe and alienating
environment. The literature by (Losen, Hodson, Keith, Michael,
Morrison & Belway (2015). supports the same by adding that it
is difficult to make learners who struggle with barriers to settle
for learning.
School-wide approach
The second method of achieving discipline is referred to as
school-wide. School-wide positive behavioral support and
social-emotional learning. The two are stressed in the article by
Morgan, Salomon, Plotkin, & Cohen (2014). According to the
article, these methods can successfully solve the school-to-
prison method of discipline. The school-wide behavioral support
is a school-wide system used to communicate and teach rules.
They are combined with function-based behavioral interventions
and supports. Social-emotional learning (SEL) emphasizes the
importance of self-awareness, self-management, social
management, relationship skill, and responsible decision
making. According to the article by EDUCATION (2015), SEL
is meant to build on connectedness between students and the
world around them. The connectedness of students and staff of

9. the schools. He emphasizes that with this connection it is almost
impossible for any authorities to recommend a student to the
juvenile systems that lead them to prisons.
The two systems are however different on their aims according
to the literature by Espelage, Rose & Polanin, (2015). He argues
that the SWPB is developing systems that counter and manage
student behavior. This is so that students with good behaviors
are rewarded while the ones with bad behaviors are otherwise
punished. The SEL is focused on developing student assets that
foster self-discipline. The student is then able to comprehend
alone, why they need to be disciplined. The two methods,
however, emphasize positive techniques over punitive
techniques. The two also recognize the role of academic
instructions and the participation of teachers, administration,
students, families, and the community.
The SWPBS approach to discipline to solve punitive measures
that lead to the school-to-prison method
According to the paper by Kurth, & Enyart, (2016), the primary
aim of SWPBS is to decrease problematic behavior in schools
and classrooms. It does this through integrated systems that
provide support for both staff and adults in the school. The
approach does not stop there; there are support systems for each
that extends to the family level. The article continues to specify
that when positive behavior is rewarded in compliance with the
adult request, academic effort, and safe behavior, the proportion
of students with mild and severe discipline behaviors will be
reduced. However, the article by Bear provides a different
approach, in this article SWPBS is viewed as an instead
multiple branded approach. Several programs are combined to
get the same results. He argues that the approach applies the
classical B.F Skinner developed a theory of positive behavioral
support. Which is what Skinner developed in his behavioral
theory and applied to it to the behavior analysis (Skinner,
2014).
An article by Fallon, McCarthy & Sanetti (2014) depicts that
the SWPBS does not apply a combined approach but rather

10. organizes the discipline procedures into three themes.
Prevention, multitier support, and decision making. Prevention
involves providing the students with a standard set of
expectations that in many schools is referred to like rules and
regulations. These expectations are familiar to every, and if
there are any exceptions, they are also specified. As much as
there is a reward for positive behavior, there are consequences
set for problem behavior. The consequences are not punitive in
this case but rather re-teaching of the rules or providing an
alternative behavior. All this is in the light of establishing a
favorable environment for both the student and the teachers so
that there are no punitive measures that will lead to school-to-
prison juvenile justice.
The student expectations are predicted, directly taught,
consistently acknowledged and actively monitored. Turnbull in
his literature provides an approach where the students need is
taken into consideration before a decision is made. The higher
the students need the most intense the support system will be
prevented. Selective and indicate supports is supposed to be
based on principles and applied behavior analysis to define
behavioral challenges. The designed approaches for correction
should be efficient with procedures for correcting patterns of
problem behavior in an agreement with both the student, teacher
and the family. The planning should, therefore, be in three-tier
(Burke, Davis, Hagan-Burke, Lee & Fogarty, 2014).
For schools that adopt the SWPBS system, there is a regularly
scheduled period for instructions for the student for positive
social behavior. They offer appropriate motivational systems
that reinforce these social instructions. Classroom-handled
versus administrator handled behavioral problems are
distinctively handled. These regulations are summarized and
presented at meetings to support decision making and ensure
there is consistency within the discipline line (Kurth, Hagiwara,
Enyart & Zagona 2017)
According to literature by Kurth, Hagiwara, Enyart & Zagona
(2017), a school established clear expectations for learning and

11. positive behavior while providing the firm but fair discipline.
SWPBS builds on a solid research base to design alternatives to
effective administration. He further adds that setting a small
number of specific stated rules and expectation, teaching
appropriate social behavior, monitoring compliance with rules
and expectation, consistently enforcing rule violations with very
limited negative consequences and providing a pact schedule of
positive reinforcement for appropriate social behavior. His
article just like the other stresses the needs of appreciating
individual uniqueness. This provides the reason why the family
should be involved in the instruction and rules constructions.
The literature, however, stresses the need to consider social
culture. According to the article the reason why most African –
Americans and Latinos are the ones who fall, a victim of the
circumstance in punitive measures that lead to the school-to-
prison juvenile system, is because most school-based
regulations do not consider their culture or background. The
same is also applied to students with chronic and intense
problem behavior (Kurth, Hagiwara, Enyart & Zagona, 2017).
Evidence by Darwin, (2016) in his article suggests that SWPBS
can prevent many of the problems in school arising. His studies
reveal that adopting these method has led to a 50% reduction of
indiscipline behavior in schools. The indiscipline includes
vandalism and any form of student’s aggression in a past period
of three years. In comparison, to school that did not adopt
SWPBS, the same literature shows 35% less of students visiting
the principal’s office on indiscipline matters. There is proof of
how the SWPBS can be used to reduce the school-to-prison
punitive measures.
SEL approach to developing self-discipline
Individual qualities are good for discipline. It is believed that
individual can inculcate discipline in them that will make them
not engage in indiscipline behaviors. The SEL methods noted in
the literature by Catalano focuses on building individual
qualities, strengths, and assets related to social, emotional,
cognitive and moral development. This will automatically

12. ensure automatic mental growth. The proximal goals that are
supposed to be achieved by engaging in this method include
self-awareness, self-management, social awareness, relationship
skills, and responsible decision making. According to Walberg,
it is through this foundation that more positive social behavior
is built. Less conduct behavior is noted while creating an impact
on the academic performance of the individual (Dworkin &
Serido,2017).
According to Gregory & Fergus (2017), his article relates the
approach to helping develop the social and emotional capacities
that enable the student to realize discipline related goal and
individually achieve them individually. They are capacitated
with the moral reasoning that exhibits such qualities as respect,
positive resilience and bonding with others. The students can
even have individual capacities that enable them to solve
conflict among themselves. Some extra-ordinary students can
solve family conflicts.
Yosuf, Zafar & Kausar (2016), in their paper argues that this
method has an additional advantage of the other two approaches
to discipline. The paper acknowledges that the method creates
the capacity in the student that makes them realize any
opportunities in the environment and grasp them. The paper
further relates to acknowledge that there are no written
regulations but just unwritten rules that are followed in silence.
This method, according to Kendziora & Yoder, (2016) is a
further development of the psychological, social cognitive
theory. The method is believed to integrate capacities that
develop the cognitive ability of the student so that they don’t
engage in measures that lead to punitive measures against
students.
As per Harder & Shelter (2017), implementation of SEL in
school is easily done through the schools learning the
curriculum. Lessons should be packaged so that they breed to
self-responsibility. They can be taught directly through the
introduction of a social skill lesson in the curriculum. It can
also be embedded within other disciplines taught in schools.

13. As stated by Low, Smolkowski, & Cook (2016), part of the
curriculum should create planned opportunities where the
student is expected to apply the learned social morals in new
situations. The opportunities allow students to practice and
further develop social, emotional, and moral competencies. In
well-developed schools, the students are allowed to participate
in CSRs. Service learning to the community helps develop the
emotional discipline of the student. At a lower level, there
should be organized class interactions meetings and cooperative
learning activities.
Weissberg, Durlak, Domitrovich & Gullotta (2015), however,
emphasizes that the approach is very fundamental in building a
teacher-student relationship. A supportive teacher is likely to
enhance student morality by giving the correct advice. These
devices can be used as rewards to enhance positive behavior or
punishment in preventing and correcting behavior problems.
According to Durlak, (2016), this approach is the most
appropriate to be used for anti-social and emotionally disturbed
children. Having recognized, that most students who drop out of
school due to punitive measures exhibit anti-social behaviors,
the literature suggests that: SEL as the most curative measure to
the school-to-pipeline juvenile system.
The literature suggests that anti-social behavior from students is
caused by the lack of empathy from their fellows. They are
given guilty looks each time. It is advisable to create supportive
bonding among the students to make anti-social students feel
part of the system. Slowly and slowly they will develop pro-
social behavior. For anti-social children, they are likely to make
mistakes not because of the seeking empathy but wanting to feel
heroic, when they are facing grieve consequences. It is therefore
advisable to create consequences that do not create a lot of
attention, such students. That is the reason why suspension and
expulsion are severe to anti-social students. They are supposed
to be given relative advises by either the family members or the
children (Durlak,2016).
Finally, according to the literature by Lawlor, (2014), the SEL

14. method is very crucial to encouraging a relationship between
the home and school collaboration. For the African-American
students and Latinos, who might be having a unique culture in
their background that causes a specific behavior considered
unruly by the school, the relationship would help the school
understand the student even better. This prevents the school-to-
prison punitive measures while reducing the rate of racially
discouraged students to be taken to prison.
In a study by Fagan, Hawkins & Shapiro, (2015) adaption of
this method by many urban schools reduced cases of anti-social
behavior. They have also increased in socially competent
behavior. They have also reduced cases of bullying and
argumentative behavior. The study goes further to directly
compare reductions in indiscipline cases in school in case the
SEL and SWPB were combined. The argument is that both
approaches, combine both social-cognitive and behavioral
programs for preventing discipline problems. His study was
based on control groups. The control group where two of the
methods were combined resulted in practical results.
Limitations of the study
The common factor across these studies is that they lack the
outstanding research that associates, examine and control
measures that can be used with students already suspended or
expelled. These students should be advised so that they avoid
being lowered into criminal behaviors. This leaves the gap that
the study should find out on the effects of how traditional
punitive method of the same lead to many youth joining prison.
The method they give, however, is the best to be used in
maintaining school discipline to ensure that no more youth
leave school to prison through the pipeline.
The research also fails to acknowledge if the school-wide
discipline leads to indiscipline cases or it is the classroom
effect that leads to this problem. A disconnect between the two
is likely to lead to the behavioral problem.
Traditional punitive measures that lead to youth engaging in
criminal activities

15. Suspension and expulsion can influence some adverse outcomes
across development, health, and education. Some of these
effects are so adverse that the community can’t run away from.
According to U.S Department of education (2014), students
expelled or suspended are likely to drop out of school and
engage in crime. This is because there is a negative attitude
about a school that is created in the mind of the student once
they are suspended out of school. Early childhood expulsion or
suspension usually eventually lead to later school grades that
eventually discourage students from staying in school (Skiba,
Chung, Trachok, Baker, Sheya & Hughes 2014).
Early youth suspension alienates the children from social,
emotional and behavioral development. The same also entirely
remove children from the early learning environment. This will,
in turn, lead to limited cognitive development. When the
corresponding cognitive enrichment of the child is delayed, it,
therefore, means that at an early stage, the student begins to
feel the community is cruel to them, and therefore they get
withdrawn at an early stage. The student is therefore in a
different world from his fellows. When this happens, the student
is likely to engage in criminal activities as a way of getting
back the time they had lost (Payne, 2017).
According to the literature by Owens & McLanahan (2017),
expulsion and suspension interfere with the ability of the
student to address underlying issues. The two main issues under
this class are race and disability. Suspension and expulsion do
not take into consideration this main critical issues. There is the
likelihood that students with such underlying issues get broken
and drop out of school direct into crime.
These children require suspension or expulsion follow up
activities. The follow-up activities are supposed to make sure
the student understand why they are suspended. Counseling and
therapy also are given to them to ensure they understand the
reason why they are given such punitive measures. Without
which the students are likely to drop out of school blaming the
circumstances. Expulsion rarely requires follow-up activities,

16. since the student is considered an all destroyed individual that
cannot be resolved back to the society (Owens & McLanahan,
2017).
According to the literature by Meek & Gilliam, (2016), most
students get suspended at the age of the youth for reasons that
are out of their reach. Undiagnosed health behaviors, behavioral
health issues, language difficulties, and communication barriers.
By giving such students suspension or expulsion, this is not an
intervention measure but punitive measure that will likely lead
to dropping out of school. When they drop out, it is very likely
that they will get into criminal activities.
Gagnon, Jaffee & Kennedy (2016) states that families of a
student who under-go these punitive measures might be stressed
to the level of allowing the student to engage in criminal
activities. It is very likely to find an African American family
hiding one of their students, who smuggles drugs into the school
because of the displeasure and disbelief, they have in the
education system. For low-class economies family affording a
higher-learning institution after suspension or expulsion can be
out of their reach. Affording a correctional facility can also not
be possible for them. It is very likely that such families would
stop their students to engage in criminal activities. In cases
where help is offered, it is limited since the family is viewed
differently from the rest of the other families whose students
are in school.
There has been a relationship of suspension and expulsion to
criminal activities. According to Smith, & Harper, (2015),
schools that entirely endorse suspension and expulsion as the
dominant form of discipline in schools have reduced the number
of graduates compared to ones that employ other alternative
methods to discipline. The school aren’t made safer for learning
environment but are made a den where indiscipline cases are
hunted for. This method even with its cruelty is applied
unequally. Minority and disadvantaged students usually Latinos
and African-Americans are disproportionally affected. They are
likely to be subjected to severe punishment than their fellow

17. peers. It is not a surprise that jails are full of blacks and Latinos
charged with juvenile crimes than any other of their peers. This
is because most of them drop out and join criminal activities.
Owens & McLanahan, (2018), recognize in their study that
traditional disciplinary practices often do not result in desired
outcomes. One of the authors, Owens, a former secondary
school principal stresses that for students with challenging
behavior the outcome is even worse. Where the student is
expected to transform, it is likely that the teenage will develop
repulsive behaviors. The repulsive behaviors include; increased
truancy, anti-social acts, school vandalism, tardiness and finally
dropping out of school. All these unwanted outcomes are the
indiscipline that the school staff and management are trying to
manage but it backfires right on their faces.
The principal further attests that out of five students on
suspensions, maybe one of them would be the one to come back
to school feeling enthusiastic to learn again. Most of them
return to school feeling more withdrawn than before. The
principal attests that when the student gets back, they are
withdrawn academically and do not fully join the rest like they
are supposed. The moment they are left behind they are
supposed to play a catch-up game, and that removes them from
the learning attitude. This creates a platform to trigger further
misbehavior to escape further classroom frustration or failure.
The article by the principal suggests that there should be other
ways of administering discipline that is not hurting the students.
The underlying belief in the article of the principal is that
excessive use of traditional extraordinary discipline methods
has a negative impact on the learning environment, student
achievement, graduation rates and at the end it all it reflects on
the high rise of numbers in juvenile crime and delinquency
(Owens & McLanahan, 2018).
According to an article by the American Academy of
Paediatrics. Suspension and expulsion are not safer for students
or faculty. According to these group, students are not the only
ones that are affected by students’ suspension. They also affect

18. the demographic area where these students are released into.
The school climate and community surrounding the school will
develop a negative feeling about the school. These might lead to
a lot of transfers and children removing the children out of the
school (Heilbrun, Cornell & Lovegrove, 2015).
An article by Anderson & Ritter, (2017), stresses the rate at
which suspension affects a student. He reports that a suspension
or an expulsion can be life-altering. After poverty, it is the
second most factor that leads to children dropping out of school
and walking down the road of unemployment. If the students
become such, they then engage in reliance on social-welfare
programs and to the worst life imprisonment. Life
imprisonment, therefore, confirms that suspension is a pipeline
from school-to-prison. He, therefore, suggests that it is time to
shut such draconian events down. There are too many students
at teenage that are excluded from class for minor offenses that
entirely ruin their life.
According to the national teacher’s federation, they report the
same thing as reported by the principal. However, as much as
school staff thinks that suspension given to students make them
reflect on their previous mistakes so that they change on their
behavior. Most students during the suspension period are likely
to engage in illegal activities. These activities are likely to lead
the student into imprisonment. The teachers record that out of
10 students 8 are likely to engage in further illegal activities.
These activities are so traumatizing and stigmatizing if the
children will end up in a child support facility, the rest of the
students isolate themselves from the one involved, and he is
likely to seek salvage from engaging in criminal activities.
According to the study by the teacher’s federation, a single
suspension can lead to several criminal activities, not
mentioning the effects that expulsion can do to a student (Skiba,
Chung, Trachok, Baker, Sheya & Hughes, 2014). The number of
students missing instructional time during suspensions has
adequately increased therefore creating an alarm to the national
school boards association who are interested in the economic

19. consequences suffered when such traditional punitive measures
are incurred on such individuals (Skiba, Chung, Trachok, Baker,
Sheya & Hughes, 2014).
The national parent-teacher association in their position
statement, believe that discipline is essential in the school.
They however further continue to record that, the discipline
measures should be in school and within the learning
environment. They further continue to argue that exclusionary
discipline policies tend to push student away from the school.
The only case where the methods should be used is when all the
other punitive measures have failed, and there is danger created
by the same student to staff and other fellow students. The
association believes that risky and dangerous behavior is on the
rise due to extra-engaging punitive measures. Risky behaviors
are the reasons that will lead to student’s involvement in the
juvenile systems (Skiba, Chung, Trachok, Baker, Sheya &
Hughes, 2014).
The American Association of school administrators in their
article dismantling the pre-k to prison discipline. They confirm
that suspensions and expulsions disengage and disconnect the
students from the reality of a school environment, therefore,
feeding them to the developing systems in the country.
Criminalizing children at a tender age instigate them into
criminal behavior that will eventually lead to prison. Harsh
policies devastate the lives of children and therefore should be
drop-out of the education system (Okonofua, Paunesku &
Walton,2016)
According to Huang, (2018) who is an expert in psychology
students suspended out of school due to any anti-social behavior
are likely to accelerate their delinquencies for such behaviors
since there isn’t any parental supervision from both parents and
teachers. This creates for them a better opportunity for
socializing with other deviant fellows. For expulsions, it creates
the student with ethical dilemmas that can make them
participate in very negative behaviors. The psychology in his
article disagrees with the parental association that suspension

20. and expulsion create school safety. According to him removing
the student from the school doesn’t have any direct connection
to the school safety.
Gregory, Bell & Pollock, (2016), has a different view from all
the rest of the articles. Their article argues that the current
disadvantage experienced by the youth is because the juvenile
court systems have neglected their roles. They think that the
traditional punitive measures are not, but the rot is within the
juvenile system. If the juvenile system was like in the 70s and
the 80s where its role was not a correctional center but rather a
rehabilitation center where good behavior was natured.
According to the article current landscape in the transformation
of the juvenile system is what leads most of the students into
prisons. They go further to give an instructional account of how
the juvenile justice system has assumed adult behaviors instead
of making it conducive for children.
All these articles condemn the use of punitive measures that are
traditional. Especially the suspension and expulsion methods of
punishment. All the articles seem to acknowledge that the two
methods are the ones that lead to children engaging in crime and
then they are imprisoned or taken to a juvenile justice system.
The articles further give ways in which these measurements can
be avoided. Proposing other measures that are thought to be
more applicable and successful in creating good behaviors in
the students. However, there is an essential gap that the
research will seek to answer. The articles do not express why
these traditional measures were adapted into the schools in the
first place. If the measures were so groove, then why were they
introduced into the school and education system. Was is for lack
of a better method, or it was to prevent a particular
disadvantaged racial group from attending school. An earlier
assessment was made of the effects of these behaviors. If all
these assessments were thrown under the bridge and the method
adopted. Then there has to be an explanation for it that the
research is supposed to find out and fill the existing gap. The
adaption of this traditional method must have had meaning to

21. the schools that adopted the same (Huang, 2018).
Restorative school discipline
Restorative school discipline program is also referred to as
school ethos. Different from how many people would think that
they are programs that are purposed to help in the management
of discipline. School restorative discipline is based on the
school culture. The school culture combines school organization
with other all permeates of the school. Building a relationship
between the school and the community. Restorative school
discipline programs recognize that schools are educational
institutions, policy and practice should be educative to the
students and the school community at large (Gregory., Clawson,
Davis & Gerewitz, 2016).
According to Lustick, (2017) restorative discipline recognizes
that schools are educational institutions. The behavior of the
students should be molded into; educational goals that support
teaching and learning. Not any of the educational learning goals
support retribution and exclusion as a process of punishment for
students who might have shown negative behavior. In his
articles, he continues to recognize that the school is a social
community where every child belongs. The children behavioral
challenges should, therefore, be addressed through supportive,
educational interventions. Restorative discipline practices,
therefore, have an aim to develop positive relationships and
peaceful resolution of conflicts between staff and students.
Restorative discipline is reflected right from the classroom
practice level to the school level. Restorative agrees with the
societal goal that the role of a school is to educate. According
to Lustick, (2017) the responsibility of the school goes beyond
the necessary skills like literacy, numeracy and subject
knowledge. The role of education should include providing all
members with extra skills. The extra skills include
understanding positive social interactions, peaceful resolutions
to conflicts and becoming a competent individual that supports
the community that he lives in.
Lustick, (2017) suggests that restorative practices have their

22. origins in the concept of restorative justice criminal justice.
From a restorative justice perspective, offenses are viewed as an
interpersonal conflict. There are a victim and an offender. The
offender is most likely supposed to be punished. Restorative
justice approaches shift away from the punishment and
retribution method. For young offenders and less serious
crimes, it is advisable to use restorative measures that are
geared toward making things right. It doesn’t mean the offender
will not suffer consequences; they will suffer consequences that
are otherwise meant to design their behaviors. The best method
would be an apology to the victim.
Principles of retroactive justice
The restorative justice principles for use in schools by
educators and families are referred to as restorative practices.
Several principles are critical to the restorative justice.
According to an article by Payne & Welch (2015), interpersonal
relationships is the central principle towards affirming positive
behavior. Children, families, school and the community create a
deficit theorizing that blames should not be put to people
experiencing antisocial behavior. They should be welcome to
create a positive relationship. Preserving the personal dignity of
all members of the school community creates the virtue of
belonging in each one of them. The idea that everyone is valued
and cared for, and has the right to be treated relatively makes
the reconciliation quite easy (Payne & Welch, 2015). The last
principal of restorative justice is restitution, agreements
regarding what needs to happen to set things right, defuse
conflict, and restore positive relationships.
Restorative school discipline according to Vincent, Inglish,
Girvan, Sprague & McCabe (2016), is not a behavior
management system. It includes a lot of other vital elements.
While restorative discipline utilizes strategies that were
developed and validated through decades of behavior
management research, it is entirely different from it. The aspect
of relationship and interaction that focuses on the school as an
organization makes it different from the rest of the groups.

23. Ideas around retroactive discipline
The literature by Amstutz (2015), expresses different ideas that
restorative discipline has. Restorative discipline does not
concentrate on the rules and how people adhere to them. The
administration does not transcend the rules. The restorative
discipline is people focused, focusing on how positive and
supportive relationships are crucial for learning to occur.
Educational conflicts should, therefore, therefore, be addressed
by making amends where the relationship will otherwise be
damaged and even broken.
The article further addresses the role of parent and teachers in
building the same relationship. The parents should develop
these skills at different stages of child development. Each step
should have expectations provided for each developmental
stage. He describes how these approaches can build children
socio-emotional capacities to help prevent cases of bullying and
harassment in schools. Especially to racially discriminated
groups like the African-Americans and Latinos, these are the
best restorative discipline measures that can be used in
preventing school to prison pipeline (Amstutz, 2015).
According to Feuerborn, Wallace & Tyre (2016), apparently,
some restorative understandings of age aren’t appropriate. It
would be very demanding of a teacher to expect a diplomatic
explanation from a student of about 11 to 16 years of age. The
restorative conversation does not confuse the problem with the
person. The article proves that most adults have a problem with
this. Teenagers are only ready to learn how to reason
diplomatically but cannot apply it to a new situation. Adults in
school expect complete reasoning from the students whose
mental development is not mature enough yet.
Active retroactive behavior in schools
Anyon, Gregory, Stone, Farrar, Jenson, McQueen, & Simmons
(2016) describe the characteristic of active restorative practice
in school. In their study, they propose several measures that
prove that the school is adopted to restorative discipline and not
punitive measures that will lead to students landing in

24. correctional facilities or the juvenile justice systems. There is a
favorable school climate inclusive of all students, where
students have a strong sense of belonging rather than being at
risk for exclusion. This is the first measure of a school that uses
restorative practice. Students do not feel discriminated because
of either their race or any disabilities (Anyon, Gregory, Stone,
Farrar, Jenson, McQueen & Simmons, 2016).
Secondly, the experience of positive learning relationship with
adults and one another feel safe. This creates high regard for
everyone in the community. They are given the opportunity to
make decisions surrounding them. Everyone, therefore, has a
chance of making things go right. It is likely that there wouldn’t
be any wrong if the opportunity is given to everyone in the
community to make decisions (Anyon, Gregory, Stone, Farrar,
Jenson, McQueen & Simmons, 2016).
Staff should focus on the strengths of the students and
appreciate them. They should reject any deficit of explanations
for failure. In case there are any agencies for the children, there
should be successful educational outcomes for children and
youth. Families should feel welcome in the school programs.
They should actively participate in activities designed for
parents, regularly receive information about how the students
are doing in school. These are important in collaborating
actively to solve any problems that might lead the student
engaging in any immoral behaviors (Anyon, Gregory, Stone,
Farrar, Jenson, McQueen & Simmons, 2016).
There should be an average attendance report. This is to make
sure students attend school every day. A daily attendance
ensures that there is a total percentage of transition. Any
problem that might cause absenteeism in the school is received
by the school and communicated to the parent. This reduces any
behavior of truancy, which might be shown by the students. The
follow-up to any absenteeism should be timely by the teacher
and the school to prevent any further tardiness (Wadhwa, 2015).
The article further recommends that each school should have,
student emotional support system. The emotional support

25. system should be managed by the unique trained psychological
unit. The unit supports and encourages meeting socio-emotional
needs of the students. This unit should ensure each student is in
the proper emotional state before they settle in school and class.
There is proof that when students are in good relationships with
peers and good emotional support they can work to the best of
their academic abilities. When a student achieves their academic
abilities, they are very likely to join criminal activities that will
make them end up, either in court or and juvenile correctional
systems (Wadhwa, 2015).
Reasonable and well-understood behavior expectations for the
students should be explained to them adequately. These
behavior expectations are then shared among the school
community. Each of them should have a copy of the
expectation. The behavior expectations should have
comprehensive systems of how and when they are to be applied.
The programs should also be among all the students equally.
Students who are racially discouraged should be treated the
same as students who aren’t. These should be done since
restorative practice, and mutual respect is the foundations for
interaction between the members of the school and the
community. Retribution and punishment do not lead the
community into the school they even further the community
from the interaction with the school (Song & Swearer, 2016).
The school can interact with backup professionals that educate
the students, once in a while on the importance of remaining
discipline. These professionals can also assume agency for any
student outcome that is un-accepted. The professionals can also
add value to every student’s achievement. Each of them can be
gifted, every year without exceptions or excuses. Background
characteristics or challenges should be avoided at all cost
(Amstutz, 2015).
The teacher and the school should be ready to accept, that
children come from different situation. Each of them has a
unique thing about them. It is possible that they might challenge
educators and schools. However, children background cannot be

26. allowed to justify low expectations for their behavior and
achievement at school. An excellent educational program gives
opportunities to individual respect and learning that can make
all the difference (González, 2015).
An article by Ispa-Landa, (2018). based its findings on research
that was carried out in Los Angeles. The research was
conducted to help identify the reason why it was difficult for
schools to adopt restorative discipline programs. The study
agrees that restorative justice is confident, but the problem is
that they are in philosophy form and cannot be implemented at
the school levels for various reasons.
Setbacks to active retroactive discipline
The first reason is that there are so many high schools and
concentration on each of them can be difficult. In Los Angeles,
for example, there are 900 campuses, in a school district more
than 60,000 employees and 660,000 students. School
administrators have difficulty creating a follow-up for all these
people. For example, it can be difficult to identify if all the
students are present and follow-up with why a few of them did
not come to school. The teachers would instead suspend one and
concentrate on the rest. So the one acts as a sacrificial lamb
(Ispa-Landa, 2018).
There are very few resources and personnel to construct an
alternative system for addressing student misconduct. Teachers
even felt they lacked adequate training in restorative justice
principles and therefore could not give the best to the students.
The teachers according to the research blamed sufficient class
time. There are so many disciplines all of which cannot be
handled and still create time for follow-up activities of each
student (Ortega, Lyubansky, Nettles, & Espelage, 2016).
The article argues that formal law-based interventions are
necessary for reforming schools. But the same applies to
restorative discipline where such applies are wholly
insufficient. Up to date, several court orders have been used to
order schools to make them stop using traditional punitive
measures, but since the order does not give how they should be

27. implemented, it becomes tough to put the same into action. To
translate school-based restorative justice into actionable policy,
the article proposes a collection of legal rules and standard.
These standards are not based on court orders, but the people
involved that include; the board of management all the way to
the students and other staff members (Ortega, Lyubansky,
Nettles, & Espelage, 2016).
The court order reform mission will otherwise only endanger it,
by allowing zero-tolerance endurance that method that is
pseudo-restorative practices (Stahl, 2016). The pseudo-
restorative practices will not deliver the intended benefits of a
restorative approach. When it is given a formal approach, only
the topmost people will commit to it. The restorative formality
should be implanted from bottom-to-top. The strategy should be
endorsed by the student and flow-up the system until the school
administrators. In this case, therefore, the success story can be
real. With top-down directives, the situation will only remain a
dictatorship program and not an explicit endorsement (Skiba,
2014).
Lastly, the article suggests that if the restorative justice
program is to be successful. There has to be changed in the
community in general. Which is a difficult thing to achieve
within a short period? The community should also change their
view of the school. Changing community values cannot be
imposed just verbally, it has to be done formally, through
several measures administered by government-led initiatives.
Skepticism and concern about this article cannot be dismissed
or be discounted since it deals with issues that address how the
adoption of restorative discipline is limited (Skiba, 2014).
Positive school climate
A favorable school climate contributes to the academic success
of both student and teachers. It, therefore, means it can also be
used as a remedy to school-to-prison method of punishment.
School discipline that sits alongside and supports teaching and
learning within a conducive environment for all parties is the
ideal. There are two significant aspects of a favorable school

28. climate that each school should provide to both its teachers and
students. Safety and inclusivity (Borkar, 2016).
Safety
Safety encompasses physical aspects. Winkler & Flood, (2015),
describes safety as an attitude about violence, clearly
communicated rules, people in the school feeling safe, and
school staff knowing and agreeing to crisis plan. There is a
social and emotional level of support for staff and student, there
is respect for individual differences, conflict resolution is
taught, and there are quick responses to any form of bullying
including cyber-bullying. According to the literature by Dean,
Warren, Richard & D'Orazio, (2017) safeties’ can be achieved
when specific programs are put in place in the school.
According to him, the primary method which students are not
sure of their safety and can lead them to anti-social behavior is
through bullying. He, therefore, therefore, proposes several
ways in which the school climate can be positive by reducing
bullying. He proposes the following methods:
Put in place a whole school bullying prevention and
intervention programs. Develop confidence for each student, so
that they can make their own decisions and they dare to stand
up for what they believe is right. The student who has bullying
behavior should be empowered to think about their choices of
behavior. They should be encouraged to take responsibility for
their actions (Dean, Warren, Richard & D'Orazio, 2017). The
school should provide support for any activities that seem to
promote team building and awareness among the students. The
school can do this by participating in bullying awareness
campaigns, respect and inclusiveness to show the students that
such behavior will not be tolerated. These un-tolerated
behaviors include discrimination of any form, harassment, and
bullying. This will create respect among all students, and it will
be doubtful to record cases of racism (Bosworth & Judkins,
2014)
Create understanding among students, so that stigma that might
arise due to a student emotional weakness or race is reduced.

29. The school can even create a poster advocating for social well-
being (Bosworth & Judkins, 2014). The literature by
(Yablon,2015). suggests that safety can only be provided to the
student who feels pre-disposed to risks that come with the
unsafe environment. Therefore, the safety measures should
support a student who has previously undergone bullying by
showing them love and connecting them to people who can help
them reform. The healing students can also be given insights
that help them build self-insight instead of planning for
revenge. Make the student to be engaged and spend time with
other individuals. Isolation can lead to anti-social behavior
making the student vulnerable to punishments that might lead to
school drop-out.
O'malley, Voight, Renshaw & Eklund, (2015) believes that a
positive school environment is achieved in the classroom more
than any other place. The classroom should, therefore, be set in
a way that it reduces any form of indiscipline and bullying. The
classroom teacher should organize the classroom in a way that
promotes collaboration among students making them bond. The
teacher should also ensure that at classroom level there is
respect to the diversity of the student population that is in the
class. All the races in the class should feel welcome and
appreciated. The student should be able to recognize themselves
in their environment.
Apart from just the classroom, the school has a role to play in
providing a favorable climate for the student. Engage the
student in many forms of eco-friendly behaviors. School clean-
up programs, equity walk, a welcome banner organization that
have several languages to show diversity. The school can
organize regular drills to avoid emergency fall-outs caused by
fires or any other accidents. These ensure the physical safety of
the student (DiPaola & Tschannen-Moran 2014).
Inclusivity
Favorable school climate encourages all the voices to speak and
contribute to the agendas of the school. The student should have
a voice in the making of the school. Students should feel like

30. partners and not as passengers. The student council should be
engaged responsibly to help solve any matters before they get
out of hand (Gray, Wilcox & Nordstokke, 2017). Provide
opportunities for the students. Peer mentoring programs and any
appropriate list where the students are supposed to participate
should be openly gifted to them. The students should also be
encouraged to participate in any forms of self-learning
environments, that will make them feel important. This is
according to the literature by Osher, Kidron, DeCandia,
Kendziora, Weissberg, Wentzel & Ramani, (2016)
Apart from the student being given the voices, the literature
further gives the role of the parent. The parent and the
community should be engaged in the school progress. The
school should, therefore, foster and sustain a positive and
welcoming environment for the parents and the community. The
communication strategy should be programmed so that the
parents and the community receive frequent communication on
what goes on, in the life of the school and the discipline of the
student. Parents can be provided with the tip- sheet of how they
should contribute to the discipline program of the school.
Parents, who have diverse talents example coaches, arts and
dancers can help students of anti-social behavior feel welcome
and not out of this world (Osher, Kidron, DeCandia, Kendziora,
Weissberg, Wentzel & Ramani, 2016)
The inclusivity part of ensuring a favorable school climate has
challenges. It is, therefore, tough to ensure that it achieves
disciplinary actions that will save young students from dropping
out of school or face the juvenile criminal system. Unwilling
parents and community can make it exceptionally difficult to
achieve transparency between the two groups so that the
students are engaged both at home and in school. Some families
are also over-protective of their students. They never want their
students to be fully engaged and any disciplinary actions, they
blame it on the teacher (Cornell, Shukla & Konold,2015).
Quality teacher instruction to be used to reduce school to prison
pipeline

31. A research-based article by Ngwokabuenui, (2015), gives an in-
depth analysis of how classrooms and the student instructions
can be used along with other issues to help solve increased
cases of dropouts and criminal cases based on school
indiscipline. The article draws its research from cognitive
science, master teachers, and cognitive supports. Through
cognitive science, the research focused on how the brains
acquire instructions from the teachers. How the mental space of
the brain, conceive and stores it permanently. Master teachers
are those teachers that benefitted from their instructions and
therefore shared their story in the article. The children
instructions that are complex and unique to each of them and
help achieve the wanted result.
The article by Ngwokabuenui, (2015), suggests that there are
ten ways in which instructions can be given to the student so
that it sticks. It is assumed that when instructions are delivered
well, they lead to excellent academic achievement. The
academic achievement is then translated into good behavior that
prevents any further drop-outs or even students landing in
criminal behavior. The literature suggests that instructions
should be given with a short review of the previous learning.
These will ensure that the students efficiently acquire, rehearse
and connect knowledge. It is easier for the student to apply the
learned information in new situations with a lot of ease
(Ngwokabuenui, 2015).
New material should be presented slowly in steps, presenting all
of them at once can lead to confusion among the students, the
material should be presented slowly at a time. This makes the
children slowly adapt to the new system. Bring a new
instruction once is likely to create jittery among students. The
students might retaliate through very aggressive ways that
might warrant punitive measures like suspension (Ravitch,
2016)
Before the introduction of a new rule, the students and other
key stakeholders should be questioned, and their suggestions are
taken into significant consideration. The questioning also helps

32. the student practice the new instruction, therefore helping them
relate. If the instruction is too complicated, the teacher might
develop a prompt, models and guide that will make the student
get the rough idea of what is expected of them. They, therefore,
can quickly develop independence of applying the newly
learned instruction (Ravitch, 2016).
Providing a clear line of instructions, with no contradiction.
This helps the student know the boundaries of operation of the
suggested rule. Check for student understanding by confirming,
they understood what was going on. They will learn the
instructions with very few errors. The teacher should also be
able to predict the errors that the student might do following the
instructions. All this when respected, there would be a high
retention rate by the student. This leads to a high success rate
that translates into good academic and social behavior (Araujo,
Carneiro, Cruz-Aguayo & Schady, (2016).
Learning styles
There are several learning styles that can be used to nature good
behavior. Nurturing good behavior will lead to reduced
indiscipline conduct. (Entwistle & Ramsden,2015), advises that
several learning styles can help, he gives seven learning styles
that he explains, will work exceptionally well. The seven
learning styles are; aural, visual, verbal, kinesthetic, active and
reflective, sensing and intuitive and sequential and global.
According to Entwistle & Ramsden (2015), visual memory
records that which comes to us through the eye. 60% of the
learner’s population learn through this method. The teacher
should, therefore, be able to make the learner see more of the
examples by showing them how. Verbal –auditory learning
makes learners remember things best when explained or written
in words. They should, therefore, be clear instructions that
enhance learning. Kinesthetic learning is learning through
manipulation, with the provision of concrete instructions and
techniques. This helps the student the reason with things that
they can see (Cheng & Chau, 2016)

33. Differentiated instructions
Differentiated instructions according to the literature by
(Subban, 2014), a process by which teachers enhance
instructions according to the nature of the learners they have.
They create an assessment that matches the level of their
learners. All students have access to the same instruction, but
more is tailored towards making it more real to the type of
learner, their background, and ability. The teacher, therefore,
has to introduce the content to the ability of the student. Make
the student access the information in every ability they can. The
demonstration of the instruction by the student will be
according to their uniqueness. The article further dictates that
differentiated instruction help caters to students with
disabilities and students of a different race from the teacher and
the student. This measure, therefore, ensures that students from
African-American families are appreciated compared to students
from white families. Same case with Latinos (Dixon, Yssel,
McConnell & Hardin, 2014)
Benjamin (2014), stipulates that it might be discouraging for
students to learn they are unique, so they are given a unique
system if it’s not explained to them adequately. It should be a
free exercise guided by formative assessment, where each
ability is noted. Each student individual is then clustered in
their right classes and given the right treatment unique to them.
The teacher can even provide tools that develop personal
agendas. So each student feels unique. This method according to
the same literature can be complicated when the student to
teacher ratio is very biased. There should be a balanced class
that encourages the connection between the two.
Park & Datnow (2017), applauds the method by appreciating
that it encourages students to create their programs. Therefore,
they don’t have to engage in criminal activities. The teacher
will only give the required elements that are required for the
project. He further says that aggressive children can re-direct
their aggressiveness, anti-social students can re-direct their
intrinsic strength to arts. Therefore, each energy is directed to

34. the correct path thereby reducing the story of a particular group
feel stigmatized so that they engage in harmful behavior.
21st-century skills
21st-century students should have unique skills specific to them
(Griffin & Care,2014). They need to possess the ability to be
self-directed and collaborate with individuals, groups, and
machines. Basten, Evers, Geijsel, & Vermeulen (2018), stresses
that the unique current education should be even more specific
to its unique style, which comes with a lot of social networking.
Students can communicate with students from other forums.
(Abao, Dayagbil, & Boholano, 2015) acknowledge that
education in the 21st century highlights globalization and
internationalization. Any advancement of technology presents
the teacher and the student with the opportunity to interact even
more. Theoretical constructs are given more insights and
therefore creating knowledge, skills, and attitudes in the
learner.
As revealed by Boholano (2017), ICT is one of the best methods
used in this century. School absenteeism can be monitored using
the technological method ensuring that student attendance is
easily monitored by the teachers. The teachers’ role is to
motivate the learner about the advantages of technology and
other 21st-century learning skills. Learners who might need the
teachers’ guidance in using social networking should be offered
support and guidance from the teacher (Boholano, 2017). These
students can then solve real-world problems by designing their
inquiries, planning their learning, organizing their research and
implementing a multitude of learning strategies (Canoy &
Boholano, 2015).
21st-century learning skills can solve the problems of drop-outs
and criminal activities within students. But according to Griffin
& Care (2014), there is a problem in the system. Most teachers
training are not updated to the 21st-century skills. They are
limited to traditional teacher training. If they adapt to the new
system, it would be easier to implement the 21st-century skills
in solving the school to prison pipeline challenges.

35. Culturally responsive teaching students from different cultures
in the school
Schools operate from different backgrounds. There are several
students from diverse backgrounds. Cultural responsive
teaching is where the teacher appreciates all the students and
their diversity. This is done by including the student's cultural
background to their learning. According to Gruenewal (2014),
describes these as the best form of ensuring African American
students and Latinos are included in the learning environment
so that they don’t feel odd about themselves.
Cultural responsive teaching
According to Herrera (2015), there are teacher strategies that
can make sure the culturally responsive teaching is adopted by
teachers. The first strategy is the teacher making sure they learn
about their students. Learning about the students makes the
student warm-up to the teacher. The warm-up will lead to the
creation of the trust. If any of the children will have been
undergoing any school challenges, it easier for them to open up
to the teacher so that the teacher can take action before the
problem can lead to criminal measures.
Integrating world cultural problems to each leaner help them
understand that it’s not only their culture that undergoes the
same, but all the others do undergo the same problem. But they
have to learn to manage their problems. Retaliation might lead
to jail sentencing or even worse (Hollie, 2017). The teacher
should invite guest speakers from different cultures. The
speakers will help the student understand how each of them is
important and unique in their way. A war veteran, for example,
would deliver a speech on how people can get out of a difficult
situation. Getting out of this situation make the learners
understand how, each of them can be unique in their way
(Hollie, 2017).
Involving everyone according to Hollie (2017) is the crucial
feature that culturally responsive teaching is built upon. Calling
on each student during lessons allow them to share their unique
perspectives. Each of them, therefore, feels wanted in the class

36. and that their culture is appreciated. These pieces of literature,
therefore, suggest clear ways in which school-to-prison through
the pipeline can be avoided within the school before they get
too serious juvenile crimes. The discriminated races are also
mentioned in the pieces of literature and how they are pre-
disposed to such factors that led them to school drop-out and
finally jail. These build into the research even further having a
clear view of what other scholars say about the school-to-prison
pipeline (Lewthwaite, Owen, Doiron, Renaud & McMillan,
(2017).
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CHARACTERISTICS of CQI
•LINKS TO STRATEGIC PLAN
•QUALITY COUNCIL OF SENIOR LEADERSHIP

46. •TRAINING PROGRAMS FOR PERSONNEL
•MECHANISMS FOR IMPROVEMENT OPPORTUNITIES
PROCESS IMPROVEMENT TEAMS
•STAFF SUPPORT FOR PROCESS ANALYSIS AND
REDESIGN
•PERSONNEL POLICIES TO MOTIVATE AND SUPPORT
PARTICIPATION IN PROCESS IMPROVEMENT
•USE OF THE MOST CURRENT AND RIGOROUS
TECHNIQUES OF THE SCIENTIFIC METHOD AND
STATISTICAL PROCESS CONTROL

47. TRANSFORMATIONAL LEADERSHIP, TEAMWORK
and a CULTURE of EXCELLENCE
REQUIRES A SYSTEMS VIEW
ADDING VALUE
LEADING, RATHER THAN MANAGING
EXERTING INFLUENCE, RATHER THAN POWER
FOCUSING INCENTIVES ON QUALITY, NOT QUANTITY
OPINION LEADERS
EXPERTS, RESPECTED FOR ACADEMIC AUTHORITY
REGARDS TO AN INNOVATION
THEIR SUPPORT REPRESENTS EVIDENCED-BASED
KNOWLEDGE
MAY ALSO BE PEERS, RESPECTED FOR THEIR KNOW-

48. HOW AND UNDERSTANDING OF THE REALITIES OF
CLINICAL PRACTICE
CHAMPIONS
SUPPORT NEW IDEAS
MAY COME FROM TOP MANAGEMENT OF
ORGANIZATIONS (INCLUDING TECHNICAL OR BUSINESS
EXPERTS)
INCLUDE TEAM AND PROJECT LEADERS AND OTHERS
WHO HAVE PERSISTENCE TO FIGHT BOTH RESISTANCE
AND/OR INDIFFERENCE TO PROMOTE THE ACCEPTANCE
OF A NEW IDEA OR TO ACHIEVE PROJECT GOALS

49. BOUNDARY SPANNERS
COMBINATION OF VARIOUS TYPES OF LEADERS OF
INNOVATION
THEY HAVE INFLUENCE ACROSS ORGANIZATIONAL
AND OTHER BOUNDARIES
PLAY AN IMPORTANT ROLE IN MULTI-
ORGANIZATIONAL INNOVATIONS AND QUALITY
IMPROVEMENT INITIATIVES

50. TEAMS
PLAY A MAJOR ROLE IN HEALTH CARE
TEAMWORK IS ONE OF THE MOST IMPORTANT
COMPONENTS OF CQI
TEAM BUILDING CENTERS ON THE ABILITY TO CREATE
TEAMS OF EMPOWERED AND MOTIVATED PEOPLE
LEADERS WHO WILL FOSTER CHANGE, INNOVATION
AND IMPROVEMENT
THE LINK BETWEEN LEADERSHIP AND TEAMWORK IS
THE GLUE WHICH HOLDS CQI TOGETHER
LEADERSHIP IS CALLED FOR AT ALL LEVELS WITHIN A
TEAM

51. TEAMWORK
TEAMS OUTPERFORM INDIVIDUALS
THEY BRING A WIDER VARIETY OF SKILLS
EMPOWERMENT LEADS TO MOTIVATION
AUTHORITY MATCHES RESPONSIBILITY, AND TRAINING
TRAINING IS CRITICAL TO THE SUCCESS OF LEADERS
TRAINING FUTURE LEADERS IS AN IMPORTANT
RESPONSIBILITY
MEMBERS BEING ABLE TO MAKE SUGGESTIONS
ALLOWS IMPROVEMENTS AND PREVENT PROBLEMS
MOTIVATION IS THE RESULT OF EMPOWERMENT, AND
TO LEAD TO HIGHER QUALITY
REQUIRES A CULTURE OF TRUST

52. TEAMS in HEALTH CARE (1)
TEAMS
WORK TOWARDS SPECIFIC GOALS
USE MULTIPLE INTERCONNECTED PROCESSES
PRODUCE PERFORMANCE OUTCOMES
HAVE ACCESS TO INFORMATION ABOUT PERFORMANCE
TEAMS MUST
ADAPT TO CHANGING CIRCUMSTANCES
ENSURE THE SATISFACTION OF TEAM MEMBERS
MAINTAIN AND IMPROVE THEIR PERFORMANCE
TEAMS in HEALTH CARE (2)

53. PATIENT-CENTERED MULTISPECIALTY TEAMS ARE
INCREASINGLY IMPORTANT
HEALTHCARE HAS MOVED AWAY FROM
ORGANIZATIONAL STRUCTURES BASED ON
FUNCTIONAL AREAS OF TECHNICAL EXPERTISE (E.G.
NURSING, SURGERY) TO FUNCTIONALLY INTEGRATED
ORGANIZATIONAL STRUCTURES WITH CLINICAL CARE
TEAMS BASED ON PATIENT NEEDS (E.G. WOMEN’S
SERVICES, CANCER CARE SERVICES)
TEAM NORMS
NORM - A STANDARD OF BEHAVIOR SHARED BY TEAM
MEMBERS
HAVE A STRONG IMPACT ON INDIVIDUALS IN
ORGANIZATIONS
SET EXPECTATIONS AND ESTABLISH STANDARDS OF

54. BEHAVIOR
BEHAVIORAL NORMS - RULES THAT GOVERN THE
WORK OF INDIVIDUALS
CAN DESIGNATE FACTORS SUCH AS HOW PEOPLE ARE
EXPECTED TO PARTICIPATE ON A TEAM, ATTEND
MEETINGS, USE PROCEDURES, ETC.
MAY DIFFER IN EACH TEAM (MAY BE
DYSFUNCTIONAL/FUNCTIONAL)
PERFORMANCE NORMS - GOVERN THE AMOUNT AND
QUALITY OF WORK EXPECTED OF TEAM MEMBERS
PSYCHOLOGICAL SAFETY - SHARED BELIEF THAT THE
TEAM IS SAFE FOR INTERPERSONAL RISK TAKING
STAGES of TEAM DEVELOPMENT

55. Forming
Norming
Storming
Performing
Mourning
Adjourning
d