Keeping Kids in School PHILADELPHIA SCHOOL DIVERSION PROGRAM and Out of Court WHY DEVELOP A POLICE SCHOOL DIVERSION PROGRAM? Children can’t learn if they don’t feel safe. The zero tolerance policy enforced in the SDP from 2002 to 2011 mandated predetermined punishments can’t teach effectively if there are disruptions, for certain school infractions, regardless of the reasons for the behavior. For example, possession of Teachers anything that could conceivably be used as a weapon was punished with . It didn’t matter whether the distractions, or threats against them or their students. “weapon” was a pair of scissors mistakenly left in a backpack or a loaded gun brought to school on purpose.

Yet zero tolerance policies—the Then, in spring 2014, the Philadelphia Within the first year of the Diversion The one-size fits all response of zero Furthermore, recent census data Surveys find a disturbing percentage safety procedures used for decades by Police Department and the City’s Program, not only did the number of tolerance policies disregards the shows that more than 1/3 of all of Philadelphia students with suicidal schools around the nation, including Department of Human Services drop by 54%, but there were fact that thousands of students in youth in Philadelphia live in poverty. thoughts (14.1 percent) and actions 1,051 fewer behavioral incidents in in Philadelphia—have hurt more partnered with the SDP to bring a the SDP have been deeply affected As a result, many children come to (11.2 percent). SDP schools. by traumatic events in their homes school with heightened fight or flight than they have helped. Thousands new Police School Diversion Program Such children need to feel supported or neighborhoods. Many have responses, putting them on edge and of students were pushed into the to the schools. As an alternative 8000 and safe in a positive school setting, experienced poverty, hunger, unstable increasing perceptions of threat, juvenile justice system, creating a to arrest, professionals intervene not pushed away, isolated, and family lives, and street violence. One feelings that may be accompanied veritable “school-to-prison pipeline.” with a range of social services rejected. Research now shows that estimate from the Philadelphia-based by a sense of hopelessness. These There were nearly 1,600 school-based and counseling for students—and, seeking to prevent misbehavior with 7000 Education Law Center indicated children face very real threats in their arrests in Philadelphia during the crucially, their parents or caregivers— the threat of serious consequences that two out of every three of neighborhoods, which may lead them 2013–2014 school year. when children first get into trouble. may lead to children’s fear and Collaborating partners include Philadelphia’s 142,000 public school to bring pepper spray, for example, so But while the number of arrests isolation, causing more acting out. Family Court, the District Attorney’s students have experienced trauma. that they can feel safe on their way to skyrocketed, the number of 6000 Office, the Department of Behavioral and from school. behavioral incidents did not go down. Health, and the Defender Association As in other cities, Philadelphia’s of Philadelphia. policies also resulted in troubling In 2014–2015, its first academic 5000 racial disparities, with African- year, the Police School Diversion American males arrested at higher 2 out of 3 students have experienced trauma: Philadelphia Youth Risk Behaviors Survey, 2011 Program already demonstrated great rates for similar behaviors and success: arrests are down 54 percent, confronted with harsher disciplinary 4000 94,667 students 31.5% 14.1% 11.2% and hundreds of young people and S actions, such as suspension and FELT SAD OR SERIOUSLY ATTEMPTED their families have been afforded an HOPELESS CONSIDERED SUICIDE expulsion, than students from opportunity to turn their lives around. every day for SUICIDE other backgrounds. two weeks in a row INCIDENT Importantly, a reduction in the 3000 In 2012, the School District of number of school-based behavioral Philadelphia (SDP) ended its incidents accompanied this reduction zero tolerance policy in favor of a in arrest rates in Philadelphia disciplinary code that emphasized a schools—there were 1,051 fewer 2000 more individualized approach, giving behavioral incidents than in the principals and staff more discretion in previous school year. their responses to misbehavior. Principals, staff, and SDP police 1000 officers are essential to making this S potential model successful.

2 ARREST 3 0 2013-14 2014-15

SENTENCING PRIVACY A juvenile record for certain HOW DOES THE POLICE SCHOOL DIVERSION PROGRAM WORK? Certain juvenile IMMIGRATION offenses can significantly affect records and juvenile A juvenile record sentencing for a criminal The Police School Diversion Program is open to students who are at least ten years old, who have no court proceedings are can affect a child’s EXPULSION as an adult. open and available immigration status. previous delinquency adjudications and are not currently under juvenile supervision, and who are to the public. A child may be expelled from school for certain offenses, and involved in low-level summary or misdemeanor delinquent offenses, such as marijuana possession, fighting, information about delinquency disruptions, graffiti, bullying, threats, or possession of certain items that could be used as weapons. MILITARY judgments will be sent to the A juvenile arrest may next school in which he or Participation in the Police School With the Police School Diversion DHS IPS Providers and their service affect a young person’s she enrolls. ability to enlist in the Diversion Program is not available Program, qualifying students are areas include: West/South West military. to students accused of high-level not arrested, but rather diverted to Overbrook; South Philadelphia; DNA offenses, such as drug dealing, gun prevention services to meet their Germantown/Mt. Airy; North A child adjudicated of $ possession, sexual assault, or arson. underlying needs. Philadelphia; Kensington/Frankford; FINES a felony offense and some The child must pay fines misdemeanor offenses is Administering the Police School DHS’s community-based Intensive and Northeast Philadelphia. and court costs and may CONSEQUENCES required to submit a DNA Diversion Program is a cooperative Prevention Services (IPS) providers be required to pay OF A sample to the State effort by Philadelphia’s child-serving work with the youth and families restitution. DNA Data Base. JUVENILE ARREST agencies, including principals, to prevent truancy, to steer youth teachers, and staff from Philadelphia’s away from delinquency by offering ONE STUDENT’S STORY 214 public schools; the Philadelphia positive role models, improve school In the fall of 2014, an academically gifted A JUVENILE RECORD DOES NOT DISAPPEAR WHEN A CHILD TURNS 18 OR 21 Police Department (PPD), including performance, enhance life and social 17-year-old North Philadelphia girl was 320 SDP police officers and 84 skills and in many cases help caught with a small amount of marijuana in her school backpack—and she could Consider the experience of being Being arrested can make it even Further, the Police School Diversion specially trained PPD school police family relationships through have been arrested for drug possession. arrested in school: students are more difficult for children to cope Program aligns with Philadelphia’s officers; the Juvenile Justice Services individual/family counseling and Had she entered the justice system as a handcuffed, removed from school, with the challenges they already participation in President Obama’s Division of the City’s Department constructive activities. result, she would have been torn from her transported to the police station, face. Being removed from school My Brother’s Keeper Initiative which of Human Services, including family and community, and might have fingerprinted, photographed, and increases students’ chances of ensures that boys and young men of social workers and staff, as well as been damaged beyond repair.

held for processing for up to six hours. dropping out or failing to graduate on color, who are disproportionately community-based service providers; But she did not enter the system. The The trauma of the arrest process can time—and increases the risk of future affected by harsh disciplinary and Philadelphia’s other juvenile Philadelphia Police Department school schools be devastating, and the collateral delinquent behaviors. Missing school practices, are supported and provided justice system agencies. lic officer and a dedicated social worker at ub consequences of a juvenile record can weakens academic performance and, the opportunity to succeed. p the Department of Human Services saw that this girl had been struggling as her extend into adulthood, potentially often, these misbehaving students 4 By providing community-based A COOPERATIVE 1 parents went through a rocky divorce.

affecting future employment and are the very ones who are already c 2

social services to students as an EFFORT o The social worker understood how she

creating other obstacles to success. struggling academically. Students m could be led into thinking that marijuana alternative to arrest, the Police m

Multiple entities miss the positive adult guidance that u While a juvenile arrest is not equal to School Diversion Program can would ease her anguish. school provides. And an arrest can work together n i an adult conviction, it is often treated address young people’s needs to ensure the t So the social worker, along with a school undermine students’ trust in adults. y - district police officer and Philadelphia like one. Contrary to what most while keeping them out of the success of the b j a u Police Department school officers, Police School s people believe, a juvenile record does The need for trauma-informed justice system, thereby increasing v e d e enrolled the girl in the Philadelphia Police not disappear when a child turns 18 or programs that take into account the their chances of staying in school Diversion Program. n s i School Diversion Program. She was not e l 21. It can affect a child’s opportunities damaging consequences of juvenile and reducing the risk of future r e v j arrested. And this past June, she received i u d for the rest of his or her life. arrest has become obvious. It is in the misbehavior. c s i her high-school diploma. This fall, she’ll e t ve p ic r s best interest of students, as well as r e si r be a college freshman. o s on nte v er intake ce the school and community members, id vi e ce s to handle low-level misdemeanor rs s ie & nc juv ge delinquent acts without arrest. enile justice a 4 5

4

THE DIVERSION If the student has no such juvenile justice history, Within 72 hours, a social worker from the In addition, the social worker tries to identify NO HISTORY OF OFFENSES the student may return to City’s Department of Human Services visits other issues that may be affecting the student’s class while arrangements PROGRAM the student’s home and speaks with both the attitude or behavior. These can include: are made for him or her to ? student and the parent/caregiver. be given the opportunity • THE PHYSICAL ENVIRONMENT, such as to enter the Police School As part of the interview, the social worker access to sufficient food and clothing, stable asks questions to help identify underlying housing, and sufficient heat and cooling. STEP BY STEP STUDENT HAS A RECORD Diversion Program. The issues that may be influencing the student’s principal and school • PSYCHOLOGICAL ISSUES such as conduct: the student’s level of alienation administrators can continue family conflicts; social or educational issues LOW-LEVEL SUMMARY from others, rebelliousness, friends involved to make independent school that may impact the student’s life at school; OR MISDEMEANOR in delinquent behavior, bullying (either being DELINQUENT OFFENSE or parental issues, like unemployment or disciplinary decisions. bullied by others or acting as a bully), whether legal problems. When a student has been involved in a The PPD school police officer contacts a parent/caregiver is incarcerated, the parent’s/ the Diversion Intake Center to determine caregiver’s general attitudes toward the • HEALTH ISSUES in the family such as illness behavioral incident or “delinquent act:” if the student has a previous delinquency problem behaviors, and the parent’s/caregiver’s or disability. finding or delinquency diversion or or student’s use of alcohol or drugs. is currently under juvenile probation supervision. If the student has a record, 1 2 3 he or she is arrested. 5 6 7 HIGH-LEVEL OFFENSE OOL POL CH IC S E The student goes through the arrest process: ACADEMIC SUPPORT SOCIAL & EMOTIONAL COMPETENCY BUILDING he or she is handcuffed, taken to police MENTORING headquarters, fingerprinted, photographed, RECREATION detained for a maximum of six hours, and The principal or the The PPD school police officer WORK READY PROGRAMMING assigned a police identification number that school police officer comes to the school and reviews COMMUNITY SERVICE/ENGAGEMENT stays with the student into adulthood. DHS IPS contacts the PPD school the case, talking to any adults PARENTAL INVOLVEMENT police officer. involved, including the child’s

teacher, counselor, principal, or SDP police officer. With this information, the social If the student and parent/caregiver The Intensive Prevention Services worker determines whether a referral agree to participate in the program, provider assigns a case manager to for prevention services is appropriate. they are referred to an Intensive the youth and family and schedules PPD: Philadelphia Police Department SDP: School District of Philadelphia The social worker explains the terms Prevention Services provider. The services. Throughout the process, and conditions of the Police School Intensive Prevention Service provider professionals work together to Diversion Program as well as its value conducts a thorough intake to identify coordinate assessment and support, to the student and parent/caregiver. the specific services that are needed. as well as follow-up. Nonetheless, the program is voluntary. The provider identifies the specific EXTRA HELP Over the course of a family’s If either the student or the parent/ services that could help the student participation, a social worker visits the As part of the Police School Diversion Program, the In addition, groups of students involved in altercations or caregiver chooses not to participate, the change his or her behavior. home at least twice each month for Good Shepherd Mediation Program is providing training behavioral incidents can be referred to the Police School Philadelphia Police come out to explain up to a year and stays in contact with to school principals in conflict resolution and mediation Diversion Program. Those cases are handled by Good the collateral consequences. However, school officials. to strengthen their skills in de-escalating tension within Shepherd using the principles of restorative justice so nearly all students and parents/ schools and facilitating more successful outcomes when that the students themselves can have the opportunity to caregivers accept the services. working with PPD school police officers, SDP police repair the harm they caused. officers, families, and other interested parties. PPD school police officers and SDP police officers have 6 received similar training. 7 EVALUATING OUTCOMES

Dr. Naomi Goldstein and her research team from Drexel University’s Department of Psychology are the Police School Diversion Program’s research partner. They are evaluating the program’s effectiveness, including academic, behavioral, and well-being outcomes at the individual, school, and district levels.

Diverting Philadelphia students from The Police School Diversion Program During its first year, the Police School arrest to individualized prevention has the potential to benefit individual Diversion Program already resulted services can help derail the “school- students, as well as the rest of the in a 54 percent reduction in number to-prison pipeline” by meeting school community, by keeping of arrests within SDP schools from students’ individualized needs rather youth in school, preventing further the previous academic year and was than trapping them in the legal disruptions, and creating a more accompanied by approximately a system for minor misbehavior. peaceful school environment. 75 percent reduction in number of expulsions and school disciplinary transfers. Schools also saw a 17 percent reduction in number of school-based behavioral incidents, indicating that school climate can improve even when students remain in school following minor incidents.

PROGRAM PARTNERS Defender Association of Philadelphia Philadelphia Police Department

Drexel University School District of Philadelphia City of Philadelphia, Department of Psychology Department of Human Services, Juvenile ALIGNED INITIATIVES Justice Division Good Shepherd Mediation Program

City of Philadelphia, Office of Grants Philadelphia Court of Common , My Brother’s Keeper Philadelphia Family Court in the First Judicial District City of Philadelphia, Philadelphia Youth Violence Prevention Office of Public Safety Philadelphia District Attorney’s Office Collaborative

Special thanks to the Stoneleigh Foundation for its commitment to Philadelphia’s children and youth and its generous support of the Police School Diversion Program.

This publication was prepared under grant Points of view or opinions expressed in this # 2014-JZ-FX-K003 from the Office of Juvenile document are those of the author/s and do not Justice and Delinquency Prevention (OJJDP), necessarily represent the official position or policies U.S. Department of Justice. of OJJDP or the U.S. Department of Justice.