Citation

Mears DP, Montes AN, Collier NL, Siennick SE, Pesta GB, Brown SJ, Blomberg TG. Crim. Justice Policy Rev. 2019; 30(9): 1342-1367.

Copyright

(Copyright © 2019, SAGE Publishing)

DOI

10.1177/0887403418786553

PMID

unavailable

Abstract

Schools have adopted get-tough policies and support-oriented policies, each of which creates not only potential benefits but also potential risks for youth delinquency and education. This article identifies potential benefits and risks of get-tough approaches and support-oriented approaches, respectively, to reduce delinquency. It then identifies challenges that can arise when schools seek to balance both get-tough and support-oriented policies. We illustrate these challenges by drawing on prior scholarship on these policies as well as a process evaluation of a large metropolitan school district's pilot initiative to promote school safety and academic performance by assisting court-involved youth. We argue for developing a stronger empirical foundation for school-based approaches that aim to improve school safety and educational outcomes of youth.

Language: en