Emotional Disturbance Within a School-to-Prison Pipeline: How Collaboration With Social Workers Can Facilitate Paradigm Expansion

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Curating Dynamic Spaces for Action and Transformation (Table 6)

Abstract

Students identified with emotional disturbance, particularly students of color, experience a high dropout rate and increased likelihood of carceral contact, leaving them undereducated and overincarcerated. Practitioners across disciplines approach intervention and support for this population in varying ways. This study deployed a scoping review to examine which disability paradigms and theoretical frameworks have been applied to the population, and how frameworks shape the supports and interventions applied to the population. Results indicated that theoretical frameworks utilizing a social model of disability yielded systemic and intersectional analyses. Across disciplines, interdisciplinary collaboration was consistently recommended. Social workers, as interdisciplinary practitioners, are well-positioned to collaborate with school administrators in implementing justice-oriented practices to disrupt a racialized school-to-prison pipeline.

Authors

• Umaira Khan, University of Houston

• Mary Knatchbull Hugessen, York University