Abstract
School-aged children are suffering with significant mental health issues that affect their ability to function well in school. When these issues go unnoticed and/or untreated, the children become discouraged, which may lead them to use maladaptive ways of dealing with others and with school-related tasks. Without appropriate intervention, these children may become young adults who engage in behaviors that are self-destructive and/or dangerous to society, which may then result in a prison sentence. The school-to-prison pipeline is a phenomenon that social justice advocates have been discussing for decades. This article brings the Adlerian perspective to this discussion to offer a structure for understanding children’s behaviors as well as evidence for effective intervention ideas that could break the school-to-prison pipeline.
Published Version
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