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Health Equity, School Discipline Reform, and Restorative Justice.
González, Thalia; Etow, Alexis; De La Vega, Cesar.
Afiliação
  • González T; Thalia González, J.D., is a senior scholar at Georgetown University Law Center in Washington, D.C., where she leads the Center on Poverty and Inequality's national research on restorative justice. Thalia's work centers on issues at the intersection of restorative approaches, public systems, and reducing inequity in youth outcomes. Thalia earned her B.A. from Arizona State University in Tempe, AZ, and received her J.D. from Northwestern University Pritzker School of Law in Chicago, IL. Alexis Eto
  • Etow A; Thalia González, J.D., is a senior scholar at Georgetown University Law Center in Washington, D.C., where she leads the Center on Poverty and Inequality's national research on restorative justice. Thalia's work centers on issues at the intersection of restorative approaches, public systems, and reducing inequity in youth outcomes. Thalia earned her B.A. from Arizona State University in Tempe, AZ, and received her J.D. from Northwestern University Pritzker School of Law in Chicago, IL. Alexis Eto
  • De La Vega C; Thalia González, J.D., is a senior scholar at Georgetown University Law Center in Washington, D.C., where she leads the Center on Poverty and Inequality's national research on restorative justice. Thalia's work centers on issues at the intersection of restorative approaches, public systems, and reducing inequity in youth outcomes. Thalia earned her B.A. from Arizona State University in Tempe, AZ, and received her J.D. from Northwestern University Pritzker School of Law in Chicago, IL. Alexis Eto
J Law Med Ethics ; 47(2_suppl): 47-50, 2019 06.
Article em En | MEDLINE | ID: mdl-31298124
ABSTRACT
Every day, students from marginalized communities disproportionately face adversity and trauma. It is well documented that exposure to adverse childhood experiences (ACEs) can impact children's ability to focus, learn, and even regulate their emotions. Many schools, rather than providing multi-tiered systems of support to address the root causes of behavior, place these students at greater risk of experiencing health disparities through the use of exclusionary school discipline (ESD) practices. ESDs not only deny students important educational opportunities, but also can compound existing social, economic, and health inequities. Thus, ESD practices must be understood as more than simply impacting what happens in the classroom. Instead, they should be conceptualized as public health policies with far-reaching impacts on a child's lifelong health and well-being. Even though school discipline has largely been overlooked by the public health community, current reform efforts are one aspect of a holistic health justice framework. This article seeks to begin to bridge current gaps in the literature and public discourse by identifying key linkages between ESD practices and health. It then presents evidence-based design principles to ensure education policy is aligned with a health justice framework. And finally, it explores a specific school-based intervention, restorative justice.
Assuntos

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Punição / Instituições Acadêmicas / Estudantes / Equidade em Saúde Tipo de estudo: Prognostic_studies País/Região como assunto: America do norte Idioma: En Revista: J Law Med Ethics Ano de publicação: 2019 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Punição / Instituições Acadêmicas / Estudantes / Equidade em Saúde Tipo de estudo: Prognostic_studies País/Região como assunto: America do norte Idioma: En Revista: J Law Med Ethics Ano de publicação: 2019 Tipo de documento: Article