Connect the startling observation that one in every one hundred adults in America is incarcerated (One in 100: Behind Bars in America 2008, Pew Center on the States) with the equally disturbing fact that seventy percent of students with early and chronic antisocial behavior in school will be arrested at least once within three years of leaving school. (Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.) Evidenced as early as kindergarten or first grade, chronic and persistent problem behavior is one of the best early predictors of delinquency. Pause to understand that we send one percent of our adult population to jail after years and years of classroom misbehavior.
Surely, we know that some children misbehave chronically in school. Our teachers and school administrators speak frequently and persuasively of these behavior problems in classrooms. How do we teach children to behave and follow rules? Unfortunately, the old, tired methods of punishment just don’t work. Traditional systems that rely on reactive and punitive measures are less effective in reducing disruptive behaviors than positive behavioral support. Just as importantly, detention and suspension do little to improve school climate. Teaching good behavior by positive behavioral support is an approach championed by Devereux’s Center for Effective Schools. In September 2007, the Philadelphia Inquirer published an article about the success of Logan Elementary School using this positive, proactive approach. The 486-student school documented a drop in discipline referrals since the Devereux program was instituted in 2003 (reported incidents dropped from 939 to 253 and suspensions from 353 to 123). Clearly, schools are willing and able to change the antisocial behavior of young children if they have appropriate resources.
An ounce of prevention is worth a pound of cure. We must work to prevent the continued rise in the percentage of Americans who are incarcerated. Young children who cannot control their behavior grow up to be troubled adolescents who lack self-control and frequently go to prison. A safe society requires many stakeholders – parents, grandparents, teachers, school administrators, community leaders, and business leaders. These stakeholders can prevent children from going to jail by supporting early detection and early intervention with the appropriate tools at a very young age. It is time to roll up our sleeves and begin our work with our youngest citizens.
