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Discipline Policies
Finally, a particularly important aspect of reforming schools is the reexamination of the existing school discipline policies with a trauma-based lens . Because of the differences between a school that is trauma-sensitive, and one that is not, TLPI specifically recommends that new policies may have to be created in order for schools to truly be compatible .59
The framework focuses on holding children accountable for their inappropriate behavior but balancing their actions with an understanding of traumatic behavior . This will likely result in changes to the discipline policies by addressing infractions and their corresponding punishments . By teaching rules, following routines, and minimizing educational disruptions, schools can address behavior before it spirals out of control .60
Community Integration
As schools reconsider their existing policies, they must consider effective collaboration with the community . This is a recommendation that has, like many others, been echoed repeatedly by advocates who have effectively implemented trauma-informed care in school systems . Notably, TLPI recommends that schools reach out and establish connections with other organizations, individuals or resources before a referral is necessary, therefore laying the groundwork for future cases .61 Additionally, each school should appoint a liaison from its staff who communicates with “health and mental health providers, the department of social services, law enforcement, the court system, and other state agencies .”62
Community integration in New York City is particularly difficult, as oftentimes educators who work at the schools are not in fact from the local communities . Further, effective provision of services outside the school is an ongoing challenge for the largest school system in the country . Outside services are often unavailable; sometimes educators may be unsure of issues of confidentiality and avoid referrals altogether . Developing sufficient outside resources is a challenge that is essential for many children . Since 2014, the Mayor’s Office and the Department of Education have been working on developing and significantly increasing the numbers of Community Schools .63 These schools are designed to support the “whole needs” of the child, including social, emotional, physical, and academic needs .64 It is hoped that these schools will offer comprehensive services so that their students, notably in low-performing schools, will have significant opportunities to thrive .
59 hTcl, supra note 38, at 68.
60 Id. at 69.
61 Id. at 75.
62 Id. at 76.
63 De Blasio Administration’s First 45 Community Schools Get Paired with Community Partners and Prepare for 2015 Launch, nyc dep’T of educaTion (Dec. 1, 2014), http://schools.nyc.gov/Offices/mediarelations/ NewsandSpeeches/2014-2015/De+Blasio+Administration%E2%80%99s+First+45+Community+Schools+Get+P.
64 Chancellor Fariña Announces Creation of New Office of Community Schools, nyc dep’T of educaTion (Jan. 21, 2015), http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2014-2015/Chancellor+Fari%C3%B1a+ Announces+Creation+of+New+Office+of+Community+Schools.htm.
Impact: Collected Essays on the Threat of Economic Inequality