The School-to-Prison Pipeline: Using Mindfulness as an Alternative to Exclusionary Discipline Practices

Since the implementation of zero tolerance policies, school suspensions have significantly increased, particularly for students of color. The likelihood of a student entering the criminal system once they are forced out of school also has risen dramatically, forming a system that is now referred to as the School-to-Prison Pipeline. The purpose of this study was to look at alternative methods to exclusionary discipline practices like suspension. The focus of this study was on the implementation of mindfulness techniques in one elementary school. Existing literature established that mindfulness techniques can be beneficial for student’s academic, behavioral, and emotional outcomes. This study expanded on the existing literature through interviews with school personnel, who included the principal, school counselor, and a teacher. The teacher also was the parent of a child who was part of the school’s mindfulness program. Additionally, the study included an observation of a mindfulness lesson at the school. The participants in this study shared their beliefs that when mindfulness techniques were implemented in this school, they found students are empowered and engaged, gain life skills, and are better able to regulate their emotions. The results also showed that mindfulness can easily be implemented, as the core components align with essential standards that school counselors are required to follow. Interviewees suggested strengthening the program by collaborating more with teachers to use mindfulness techniques as part of the daily routine in their classrooms. It is suggested that future research should be conducted to find out more about how mindfulness can be incorporated in schools, but the results of the current study have implications for the field demonstrating that mindfulness has positive benefits for elementary students.Bachelor of Art