Truancy today is a dilemma that has reached epic proportions. According to the Manual to Combat Truancy, “Truancy is a gateway to crime. High rates of truancy are linked to high daytime burglary rates and high vandalism,” (U.S. Department of Education, 1996). While truancy itself is only a status offense, it is a central common link associated with many other problems. These links include behavioral problems (Gresham, Lane, and Lambros, 2000), dropping out of school (Hunt & Hopko, 2009), future criminal activities, family problems and drug use (U.S. Department of Justice, 2001), a predictor for lack of employment and welfare (U.S. Department of Education, 1996) and even homelessness (Babb, Haezewindt, & Martin, 2004). Armed with the above knowledge, communities and governments worldwide try to contemplate what preventative measures to use to prevent truancy from spiraling even more out of control and leading to increased juvenile delinquency. There are many approaches to combating truancy with some being punitive and some being preventative. While many programs in the United States exist to help reduce truancy, one of the first, Communities in Schools, has shown very positive results in reducing truancy and with scholastic achievement. This type of community-based program differs drastically from other attempts tried worldwide. To state that truancy has reached epic proportions may sound like an exaggerated statement, but one merely need look at their own residential statistics to see this is indeed a reality. Truancy not only diminishes a juvenile’s education, but also is a dynamic that leads to dropping out of school (Hunt & Hopko, 2009). In Bexar County, Texas in 2008 to 2009 officials stated the school attrition rat... ... middle of paper ... ...dicting High School Truancy Among Students in the Appalachian South. Journal of Primary Prevention, 30(5), 549-67. Truancy: How do countries compare? (Saturday, 5 February, 2005, 13:20 GMT). BBC News/Education. Retrieved from http://news.bbc.co.uk/2/hi/uk_news/education/4238687.stm Truancy timeline: 1997-2009, (Wednesday, 11 February 2009, 11:33 GMT). BBC News/Education. Retrieved from http://news.bbc.co.uk/2/hi/uk_news/education/7851787.stm Truant Does Time, (Thursday, 8 February 2007). Spiegel Online International News. Retrieved from http://www.spiegel.de/international/0,1518,465077,00.html U.S. Department of Education, 1996. Manual to Combat Truancy. (1996). Washington DC. U.S. Department of Justice. The 8% Solution, 2001. Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs. Washington, D.C.
In conclusion, there are many ways to implement fun in learning. Are there various ways to keep a child in school, and focused on their studies instead of seeking excitement from crime? Providing and funding after school programs are not just going to be a success factor amongst most adolescents, it will become such a consummation in the decrease of crime being committed by children. Thus, leaving many with the thought of “why haven’t we thought of this sooner?” The talk of budget cuts should be diminished, and replaced with ideas of programs and supplies needed to take education to the next
The United States is no stranger to crime, unfortunately there has been an increased amount of criminal activity in the city of Columbus. The most drastic increase in criminal activity has been among teens as young as thirteen, and are usually commited during after school hours. The city of Columbus has made attempts to be proactive in reducing the crime rate in with little success. Many residents believe that increased punishment for adolescent crimes is the proper measure that needs to be taken. While, many other residents believe that parents should be held responsible for their children’s after school care. The average working adult in Columbus usually works on the average of at least forty hours a week to maintain an average lifestyle. With fifty-five percent of children living in a single parent household with a single income, it is near impossible for many of these parents to be able to not only supervise their children at all times, but afford care in most cases. This is a cry for help the city of Columbus should invest in an increase of free after school programs for children ages thirteen and older.
Students that have been labeled “delinquent” need help in beating the odds to become successful adults. As C. Ogletree discusses article, Total Reform for a Broken System, a program needs to be created that includes family involvement and support to create concrete goals and means for students to achieve them, in the aim of becoming successful students throughout each school until graduation. It is a great goal for school institutions to strive in changing students’ behavior for the better, giving them a fair opportunity in education. Not to single out those of low-income homes, race, or learning disabilities. It should be the goal to get to the heart of misbehavior that is introducing so many students into the juvenile justice system. School institutions need to be place of supportive and structured learning from day one. Students enter school as young children, for the first time away from parents, relying on educators to guide them throughout their day. School Institutions should look for a positive approach that emphasizes on individual strengths to promote learning. The restorative circles program is having been introduced into school systems as an alternative to the zero tolerance policies. It creates an involvement of communication between all parties in any issue. Whether it be good or bad, it offers support for students to discuss issues and ideas, opening a line of communication between parents, teachers, and students, which will be key a student’s
Spence, Ralph B. (1950). Impact of education on juvenile delinquency. Journal of Educational Sociology, 24 pp. 3-9 (1), Retrieved from http://www.jstor.org/pss/2263979
“Crime Linked to Dropout Rates.” Fight Crime: Invest in Kids. School Library Journal, Web. 27 Aug. 2008.
Students are being sent to court for minor offenses. Once they arrive in court, eighty percent of the time, they do not have a lawyer representing them (“What is the School-to-Prison Pipeline?”). Without proper representation, these students are not given a fair trial. Often times, they will end up with fines or prison time because of their lack of an attorney. In addition to court appearances, the average student also faces the possibility of a ticket. “275,000 nontraffic-related Class C misdemeanor tickets were issued to young people in Texas. Many of these were issued by school police officers for disorderly conduct, disruption of class, disruption of transportation, and truancy” (Fowler 17). Ordinary high school students were getting tickets for misbehaving in class instead of being sent to the principal’s office. With these tickets, students could receive up to $500 in fines and community service (Fowler 17). “Youth who are disciplined or court-involved are at increased risk of dropping out and becoming involved in the juvenile justice system” (Fowler 17). These tickets are creating a bigger entrance to the school-to-prison pipeline. Moreover, average students are also getting suspended for minor offenses. A fifth grader was suspended for using his hands to make a gun gesture. The principal called it a “level 2 lookalike
There are various reasons why many juveniles are ending up in the juvenile justice system unjustly. The pipeline commences with inadequate resources in public schools. Many children are locked into second rate educational environments in which they are placed in overcrowded classrooms, insufficient funding, lack of special education services and even textbooks. This failure to meet the educational needs of children leads to more dropout rates which could also increase the risk of later court involvement. Surprisingly enough, some school may even encourage children to drop out in response to pressures from test-based accountability regimes which create incentives to push out low-performing students to increase overall test scores.
Juvenile delinquency is a conduct by a juvenile or a person below the legal age that is above parental control thus dealt with by the law. Crime in this case cannot be punishable by death or life imprisonment. There are many cases of juvenile delinquency in recent times that have raised many issues in the United State’s legal systems. There are many ways of explaining juvenile delinquency and crime when it comes to; cause, results, and legal actions pertaining to crimes. Alex Kotlowitz in his book, “There Are No Children Here” focuses on crime and juvenile delinquency through life experiences. This story is about the life of two boys who the author researched for a few years. The two boys were from Chicago, grew up in a poor family, surrounded by poverty, gangs, and violence as do many of us who come from low income, minority filled areas. The two boys unfortunately, sad to say end up in juvenile hall which clearly depicts the whole concept of crime and juvenile delinquency that arises from more issues than simply meets the eye . Issues relating to the social disorganization theory of poverty, disorganization, and low community control. This paper will analyze the story using themes that relate to juvenile delinquency and further discuss causes and ways to control juvenile delinquency
According the Rogers (2013), there are causal factors at the micro, mezzo, and macro levels that can lead youth to engage in delinquent activity. At the micro level, the factors that predict delinquency involve: being male, low educational achievement, low impulse control, childhood aggression, antisocial behavior, and hyperactivity. At the mezzo level, family conflict, lack of family support and appropriate discipline, and negative peer pressure can be risk factors for juvenile. On a macro level, youth that live in poverty or in high-crime urban neighborhoods, and are exposed to violence at home and in their neighborhoods, have a higher risk of engaging in delinquent behaviors. Many poor urban communities often lack adequate schools, which can lead to poor academic performance and students disconnecting from
In the last century, juvenile delinquency has been on the rise, because of poverty and the poor conditions youth are forced to live in. These conditions have contributed to a feeling of hopelessness for them. Many of the schools in poor neighborhoods,
As an old saying goes “parenting does not come with a guide book”. Most parents fear and will agree that adolescence is the age when the kids are the most difficult to handle. It is the age in which the child is experiencing a transitional stage. The child is experiencing physical changes and psychological human development that brings a desire to try to connect to the world. It is the age when the child starts to become more independent and starts to think he/she knows it all, and that is when problems arise. In this report I will analyze the positive and negative impact of curfews on teens. I will make a comparison and draw a conclusion to answer the question if curfews help to keep teens out trouble.
Walker, Hill M. et al., “ The path to school failure, delinquency, and violence: Casual factors and some potential solutions,” Intervention in School and Clinic. Nov 1999. First Search. Feb 2007
A false sense of security exists as one of the disadvantages of teenage curfews. Parents assume that when they force their children home at a certain time, they will not participate in anything immoral, but that is not always true. The Aspen Education Group states, “While a teenager staying out late can cause issues, it’s important not to use a curfew as a general answer to these possible problems” (Hatter 1). In realization, if teenagers obtain the desire to involve themselves in corrupt acts, they will find a way to do so no matter the time. Teenagers would feel more pressured to sneak out if their friends were participating in something that they could not be a part of due to their curfew. If parents rely on curfews to protect their children from negative activities, they will eventually notice teenagers contain their own willpower (Hatter 1).
...nfluence them to go to school. The student school truancy problem would not arise if students are motivated.
Both tardiness and absenteeism can be influenced by a lack of support from the community, family support, transportation problems, poor health, etc. (Teasley, 2004). Other possible reasons that may influence students to be absent are those that come from the school environment. Lacking support from teachers, feeling unsafe because of bullying or other factors, difficulty with content, etc., are some examples. Ken Reid’s article “The causes, views and traits of school absenteeism and truancy” explains that secondary school student’s reasons for being absent are school-related (Reid, 2005). Because of this research, secondary school teachers are in the position to question, ask then fix the problems in the classroom that are causing a student or students to be frequently absent especially when students may feel like these things are out of their control causing them to feel like they are caught in a cycle where there is no way to salvage their