Classroom context
My school, which meets a primary probation requirement, was created to serve adjudicated youth. We are small and family-like, serving this next year between 60 and 80 students at a time. Turnover is high, so I may see closer to 120 students over the course of the year. We are a therapeutic, not punitive program. Our first goal is to keep students from re-offending. However, we are responsible for meeting state and federal mandates. Often, though, we first have to teach them how to “do school” again and to reintroduce them to society as productive, engaged citizens who are on the other side of the social justice system. This is the last stop for most of them academically.
My students are amazing young people who have endured struggles that many cannot imagine. Their lives, at least temporarily, have been defined by situations beyond their control, especially those that come out of generational poverty, physical and mental trauma, and adjudicated family members. Many have living situations that are non-traditional, to say the least, and are often inadequate or temporary. They are between 14 and 20 years old, often more than a year behind in credits and skills. Usually they have been out of the classroom more than in it over the last few years. Often they are substance abusers and have poor sleep habits and poor nutrition. Many also face the problems that go along with being a minority in a very segregated city. These collected conditions have significant negative influences on the quality and quantity of learning and cause some to miss a great deal of school. Interventions for behavioral problems or social service appointments will also interrupt classroom time for some students.
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