Despite years of education reform initiatives, teachers in the 21st century are not equipped to deal with emotionally disturbed students with special education and/or mental health issues. This paper is a systematic review of the lack of services provided to students experiencing social and emotional distress , along with behavioral issues within the public school system. We seek to find the inequality in the education system that has resulted in poor academic attainment, suspensions and expulsions for this population poorly academically and increase the number of suspensions and expulsions all throughout the United States. There appears to be limited research on how educators can better serve their student to excel academically. The intention
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When student are place on ISS, OSS or any disciplinary action is administered as a punishment for their behavior, their grades are likely to suffer. Some students have been known to feel isolated or are labeled as troublesome by their teachers, which has cause them to disengage from the school climate. According to DeRidder (1990) EBD students can best thrive in environments such as alternative schools, rather than continuously being place on ISS and OSS; Their needs can best be met through settings where the educators have greater experience and willingness to work with this population. Additional studies have been examined on this topic, findings have shown that students in ISS and OSS receive no instructional time, therefore leaving room for major negative impact on their grades. The Administrative Department of Education (CDE) has implemented several strategies to minimize the numbers of expulsions and suspensions categorized as willful defiance by providing workshops, hosting forums, and introducing behavioral intervention strategies and support known as restorative justice. Superintendent of Public Instruction, Tom Torlakson, has reported a twenty percent decrease in expulsions and suspensions since restorative justice was put into effect in some schools (CDE, 2015). Although restorative justice has been categorized as evidence based practice, very few schools carry out this approach that can positively impact many students struggling in public
When student are place on ISS, OSS or any disciplinary action is administered as a punishment for their behavior, their grades are likely to suffer. Some students have been known to feel isolated or are labeled as troublesome by their teachers, which has cause them to disengage from the school climate. According to DeRidder (1990) EBD students can best thrive in environments such as alternative schools, rather than continuously being place on ISS and OSS; Their needs can best be met through settings where the educators have greater experience and willingness to work with this population. Additional studies have been examined on this topic, findings have shown that students in ISS and OSS receive no instructional time, therefore leaving room for major negative impact on their grades. The Administrative Department of Education (CDE) has implemented several strategies to minimize the numbers of expulsions and suspensions categorized as willful defiance by providing workshops, hosting forums, and introducing behavioral intervention strategies and support known as restorative justice. Superintendent of Public Instruction, Tom Torlakson, has reported a twenty percent decrease in expulsions and suspensions since restorative justice was put into effect in some schools (CDE, 2015). Although restorative justice has been categorized as evidence based practice, very few schools carry out this approach that can positively impact many students struggling in public