Posts Tagged ‘school to prison pipeline’

Virtual School Dangers: The Hazards of a Police State Education During COVID-19

Posted: September 15, 2020 in Uncategorized
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“There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to. You had to live—did live, from habit that became instinct—in the assumption that every sound you made was overheard, and, except in darkness, every movement scrutinized.”—George Orwell, 1984

Once upon a time in America, parents breathed a sigh of relief when their kids went back to school after a summer’s hiatus, content in the knowledge that for a good portion of the day, their kids would be gainfully occupied, out of harm’s way, and out of trouble.

Back then, if you talked back to a teacher, or played a prank on a classmate, or just failed to do your homework, you might find yourself in detention or doing an extra writing assignment after school or suffering through a parent-teacher conference about your shortcomings.

Of course, that was before school shootings became a part of our national lexicon.

As a result, over the course of the past 30 years, the need to keep the schools “safe” from drugs and weapons has become a thinly disguised, profit-driven campaign to transform them into quasi-prisons, complete with surveillance cameras, metal detectors, police patrols, zero tolerance policies, lock downs, drug sniffing dogs, school resource officers, strip searches, and active shooter drills.

Suddenly, under school zero tolerance policies, students were being punished with suspension, expulsion, and even arrest for childish behavior and minor transgressions such as playing cops and robbers on the playground, bringing LEGOs to school, or having a food fight.

Things got even worse once schools started to rely on police (school resource officers) to “deal with minor rule breaking: sagging pants, disrespectful comments, brief physical skirmishes.”

As a result, students are being subjected to police tactics such as handcuffs, leg shackles, tasers and excessive force for “acting up,” in addition to being ticketed, fined and sent to court for behavior perceived as defiant, disruptive or disorderly such as spraying perfume and writing on a desk.

This is what constitutes a police state education these days: lessons in compliance meted out with aggressive, totalitarian tactics.

The COVID-19 pandemic has added yet another troubling layer to the ways in which students (and their families) can run afoul of a police state education now that school (virtual or in-person) is back in session.

Significant numbers of schools within the nation’s 13,000 school districts have opted to hold their classes online, in-person or a hybrid of the two, fearing further outbreaks of the virus. Yet this unprecedented foray into the virtual world carries its own unique risks.

Apart from the technological logistics of ensuring that millions of students across the country have adequate computer and internet access, consider the Fourth Amendment ramifications of having students attend school online via video classes from the privacy of their homes.

Suddenly, you’ve got government officials (in this case, teachers or anyone at the school on the other end of that virtual connection) being allowed carte blanche visual access to the inside of one’s private home without a warrant.

Anything those school officials see—anything they hear—anything they photograph or record—during that virtual visit becomes fair game for scrutiny and investigation not just by school officials but by every interconnected government agency to which that information can be relayed: the police, social services, animal control, the Department of Homeland Security, you name it.

After all, this is the age of overcriminalization, when the federal criminal code is so vast that the average American unknowingly commits about three federal felonies per day, a U.S. Attorney can find a way to charge just about anyone with violating federal law.

It’s a train wreck just waiting to happen.

In fact, we’re already seeing this play out across the country. For instance, a 12-year-old Colorado boy was suspended for flashing a toy gun across his computer screen during an online art class. Without bothering to notify or consult with the boy’s parents, police carried out a welfare check on Isaiah Elliott, who suffers from ADHD and learning disabilities.

An 11-year-old Maryland boy had police descend on his home in search of weapons after school officials spied a BB gun on the boy’s bedroom wall during a Google Meet class on his laptop. School officials reported the sighting to the school resource officer, who then called the police.

And in New York and Massachusetts, growing numbers of parents are being visited by social services after being reported to the state child neglect and abuse hotline, all because their kids failed to sign in for some of their online classes. Charges of neglect, in some instances, can lead to children being removed from their homes.

You see what this is, don’t you?

This is how a seemingly well-meaning program (virtual classrooms) becomes another means by which the government can intrude into our private lives, further normalizing the idea of constant surveillance and desensitizing us to the dangers of an existence in which we are never safe from the all-seeing eyes of Big Brother.

This is how the police sidestep the Fourth Amendment’s requirement for probable cause and a court-issued warrant in order to spy us on in the privacy of our homes: by putting school officials in a position to serve as spies and snitches via online portals and virtual classrooms, and by establishing open virtual doorways into our homes through which the police can enter uninvited and poke around.

Welfare checks. Police searches for weapons. Reports to Social Services.

It’s only a matter of time before the self-righteous Nanny State uses this COVID-19 pandemic as yet another means by which it can dictate every aspect of our lives.

At the moment, it’s America’s young people who are the guinea pigs for the police state’s experiment in virtual authoritarianism. Already, school administrators are wrestling with how to handle student discipline for in-person classes and online learning in the midst of COVID-19.

Mark my words, this will take school zero tolerance policies—and their associated harsh disciplinary penalties—to a whole new level once you have teachers empowered to act as the Thought Police.

As Kalyn Belsha reports for Chalkbeat, “In Jacksonville, Florida, students who don’t wear a mask repeatedly could be removed from school and made to learn online. In some Texas districts, intentionally coughing on someone can be classified as assault. In Memphis, minor misbehaviors could land students in an online ‘supervised study.’”

Depending on the state and the school district, failing to wear a face mask could constitute a dress code violation. In Utah, not wearing a face mask at school constitutes a criminal misdemeanor. In Texas, it’s considered an assault to intentionally spit, sneeze, or cough on someone else. Anyone removing their mask before spitting or coughing could be given a suspension from school.

Virtual learning presents its own challenges with educators warning dire consequences for students who violate school standards for dress code and work spaces, even while “learning” at home. According to Chalkbeat, “In Shelby County, Tennessee, which includes Memphis, that means no pajamas, hats, or hoods on screen, and students’ shirts must have sleeves. (The district is providing ‘flexibility’ on clothing bottoms and footwear when a student’s full body won’t be seen on video.) Other rules might be even tougher to follow: The district is also requiring students’ work stations to be clear of ‘foreign objects’ and says students shouldn’t eat or drink during virtual classes.”

See how quickly the Nanny State a.k.a. Police State takes over?

All it takes for you to cease being the master of your own home is to have a child engaged in virtual learning. Suddenly, the government gets to have a say in how you order your space and when those in your home can eat and drink and what clothes they wear.

If you think the schools won’t overreact in a virtual forum, you should think again.

These are the same schools that have been plagued by a lack of common sense when it comes to enforcing zero tolerance policies for weapons, violence and drugs.

These are the very same schools that have exposed students to a steady diet of draconian zero tolerance policies that criminalize childish behavior, overreaching anti-bullying statutes that criminalize speech, school resource officers (police) tasked with disciplining and/or arresting so-called “disorderly” students, standardized testing that emphasizes rote answers over critical thinking, politically correct mindsets that teach young people to censor themselves and those around them, and extensive biometric and surveillance systems that, coupled with the rest, acclimate young people to a world in which they have no freedom of thought, speech or movement.

Zero tolerance policies that were intended to make schools safer by discouraging the use of actual drugs and weapons by students have turned students into suspects to be treated as criminals by school officials and law enforcement alike, while criminalizing childish behavior.

For instance, 9-year-old Patrick Timoney was sent to the principal’s office and threatened with suspension after school officials discovered that one of his LEGOs was holding a 2-inch toy gun. David Morales, an 8-year-old Rhode Island student, ran afoul of his school’s zero tolerance policies after he wore a hat to school decorated with an American flag and tiny plastic Army figures in honor of American troops. School officials declared the hat out of bounds because the toy soldiers were carrying miniature guns.

A high school sophomore was suspended for violating the school’s no-cell-phone policy after he took a call from his father, a master sergeant in the U.S. Army who was serving in Iraq at the time. In Houston, an 8th grader was suspended for wearing rosary beads to school in memory of her grandmother (the school has a zero tolerance policy against the rosary, which the school insists can be interpreted as a sign of gang involvement).

Even imaginary weapons (hand-drawn pictures of guns, pencils twirled in a “threatening” manner, imaginary bows and arrows, even fingers positioned like guns) can also land a student in detention. Equally outrageous was the case in New Jersey where several kindergartners were suspended from school for three days for playing a make-believe game of “cops and robbers” during recess and using their fingers as guns.

With the distinctions between student offenses erased, and all offenses expellable, we now find ourselves in the midst of what Time magazine described as a “national crackdown on Alka-Seltzer.” Students have actually been suspended from school for possession of the fizzy tablets in violation of zero tolerance drug policies. Students have also been penalized for such inane “crimes” as bringing nail clippers to school, using Listerine or Scope, and carrying fold-out combs that resemble switchblades.

A 13-year-old boy in Manassas, Virginia, who accepted a Certs breath mint from a classmate, was actually suspended and required to attend drug-awareness classes, while a 12-year-old boy who said he brought powdered sugar to school for a science project was charged with a felony for possessing a look-alike drug.

Acts of kindness, concern, basic manners or just engaging in childish behavior can also result in suspensions.

One 13-year-old was given detention for exposing the school to “liability” by sharing his lunch with a hungry friend. A third grader was suspended for shaving her head in sympathy for a friend who had lost her hair to chemotherapy. And then there was the high school senior who was suspended for saying “bless you” after a fellow classmate sneezed.

In South Carolina, where it’s against the law to disturb a school, more than a thousand students a year—some as young as 7 years old—“face criminal charges for not following directions, loitering, cursing, or the vague allegation of acting ‘obnoxiously.’ If charged as adults, they can be held in jail for up to 90 days.”

Things get even worse when you add police to the mix.

Thanks to a combination of media hype, political pandering and financial incentives, the use of armed police officers (a.k.a. school resource officers) to patrol school hallways has risen dramatically in the years since the Columbine school shooting (nearly 20,000 by 2003). What this means, notes Mother Jones, is greater police “involvement in routine discipline matters that principals and parents used to address without involvement from law enforcement officers.”

Funded by the U.S. Department of Justice, these school resource officers (SROs) have become de facto wardens in the elementary, middle and high schools, doling out their own brand of justice to the so-called “criminals” in their midst with the help of tasers, pepperspray, batons and brute force.

The horror stories are legion.

One SRO is accused of punching a 13-year-old student in the face for cutting in the cafeteria line. That same cop put another student in a chokehold a week later, allegedly knocking the student unconscious and causing a brain injury.

In Pennsylvania, a student was tased after ignoring an order to put his cell phone away.

A 12-year-old New York student was hauled out of school in handcuffs for doodling on her desk with an erasable marker. Another 12-year-old was handcuffed and jailed after he stomped in a puddle, splashing classmates.

On any given day when school is in session, kids who “act up” in class are pinned facedown on the floor, locked in dark closets, tied up with straps, bungee cords and duct tape, handcuffed, leg shackled, tasered or otherwise restrained, immobilized or placed in solitary confinement in order to bring them under “control.”

In almost every case, these undeniably harsh methods are used to punish kids for simply failing to follow directions or throwing tantrums.

Very rarely do the kids pose any credible danger to themselves or others.

For example, a 4-year-old Virginia preschooler was handcuffed, leg shackled and transported to the sheriff’s office after reportedly throwing blocks and climbing on top of the furniture. School officials claim the restraints were necessary to protect the adults from injury.

A 6-year-old kindergarten student in a Georgia public school was handcuffed, transported to the police station, and charged with simple battery of a schoolteacher and criminal damage to property for throwing a temper tantrum at school.

This is the end product of all those so-called school “safety” policies, which run the gamut from zero tolerance policies that punish all infractions harshly to surveillance cameras, metal detectors, random searches, drug-sniffing dogs, school-wide lockdowns, active-shooter drills and militarized police officers.

Yet these police state tactics did not made the schools any safer.

As I point out in my book Battlefield America: The War on the American People, police state tactics never make anyone safer so much as they present the illusion of safety and indoctrinate the populace to comply, fear and march in lockstep with the government’s dictates.

Now with virtual learning in the midst of this COVID-19 pandemic, the stakes are even higher.

It won’t be long before you start to see police carrying out knock-and-talk investigations based on whatever speculative information is gleaned from those daily virtual classroom sessions that allow government officials entry to your homes in violation of the Fourth Amendment.

It won’t take much at all for SWAT teams to start crashing through doors based on erroneous assumptions about whatever mistaken “contraband” someone may have glimpsed in the background of a virtual classroom session: a maple leaf that looks like marijuana, a jar of sugar that looks like cocaine, a toy gun, someone playfully shouting for help in the distance.

This may sound far-fetched now, but it’s only a matter of time before this slippery slope becomes yet another mile marker on the one-way road to tyranny.

Source: https://bit.ly/3klV46g

ABOUT JOHN W. WHITEHEAD

Constitutional attorney and author John W. Whitehead is founder and president of The Rutherford Institute. His new book Battlefield America: The War on the American People  is available at www.amazon.com. Whitehead can be contacted at johnw@rutherford.org.

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Public School Students Are the New Inmates in the American Police State by John W. Whitehead

Posted: September 14, 2015 in Uncategorized
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“Every day in communities across the United States, children and adolescents spend the majority of their waking hours in schools that have increasingly come to resemble places of detention more than places of learning. From metal detectors to drug tests, from increased policing to all-seeing electronic surveillance, the public schools of the twenty-first century reflect a society that has become fixated on crime, security and violence.”—Investigative journalist Annette Fuentes

In the American police state, you’re either a prisoner (shackled, controlled, monitored, ordered about, limited in what you can do and say, your life not your own) or a prison bureaucrat (police officer, judge, jailer, spy, profiteer, etc.).

Indeed, at a time when we are all viewed as suspects, there are so many ways in which a person can be branded a criminal for violating any number of laws, regulations or policies. Even if you haven’t knowingly violated any laws, there is still a myriad of ways in which you can run afoul of the police state and end up on the wrong side of a jail cell.

Unfortunately, when you’re a child in the American police state, life is that much worse.

Microcosms of the police state, America’s public schools contain almost every aspect of the militarized, intolerant, senseless, overcriminalized, legalistic, surveillance-riddled, totalitarian landscape that plagues those of us on the “outside.”

From the moment a child enters one of the nation’s 98,000 public schools to the moment she graduates, she will be exposed to a steady diet of draconian zero tolerance policies that criminalize childish behavior, overreaching anti-bullying statutes that criminalize speech, school resource officers (police) tasked with disciplining and/or arresting so-called “disorderly” students, standardized testing that emphasizes rote answers over critical thinking, politically correct mindsets that teach young people to censor themselves and those around them, and extensive biometric and surveillance systems that, coupled with the rest, acclimate young people to a world in which they have no freedom of thought, speech or movement.

If your child is fortunate enough to survive his encounter with the public schools, you should count yourself fortunate.

Most students are not so lucky.

By the time the average young person in America finishes their public school education, nearly one out of every three of them will have been arrested.

More than 3 million students are suspended or expelled from schools every year, often for minor misbehavior, such as “disruptive behavior” or “insubordination.” Black students are three times more likely than white students to face suspension and expulsion.

For instance, a Virginia sixth grader, the son of two school teachers and a member of the school’s gifted program, was suspended for a year after school officials found a leaf (likely a maple leaf) in his backpack that they suspected was marijuana. Despite the fact that the leaf in question was not marijuana (a fact that officials knew almost immediately), the 11-year-old was still kicked out of school, charged with marijuana possession in juvenile court, enrolled in an alternative school away from his friends, subjected to twice-daily searches for drugs, and forced to be evaluated for substance abuse problems.

As the Washington Post warns: “It doesn’t matter if your son or daughter brings a real pot leaf to school, or if he brings something that looks like a pot leaf—okra, tomato, maple, buckeye, etc. If your kid calls it marijuana as a joke, or if another kid thinks it might be marijuana, that’s grounds for expulsion.”

Many state laws require that schools notify law enforcement whenever a student is found with an “imitation controlled substance,” basically anything that look likes a drug but isn’t actually illegal. As a result, students have been suspended for bringing to school household spices such as oregano, breath mints, birth control pills and powdered sugar.

It’s not just look-alike drugs that can get a student in trouble under school zero tolerance policies. Look-alike weapons (toy guns—even Lego-sized ones, hand-drawn pictures of guns, pencils twirled in a “threatening” manner, imaginary bows and arrows, even fingers positioned like guns) can also land a student in detention.

Acts of kindness, concern or basic manners can also result in suspensions. One 13-year-old was given detention for exposing the school to “liability” by sharing his lunch with a hungry friend. A third grader was suspended for shaving her head in sympathy for a friend who had lost her hair to chemotherapy. And then there was the high school senior who was suspended for saying “bless you” after a fellow classmate sneezed.

Unfortunately, while these may appear to be isolated incidents, they are indicative of a nationwide phenomenon in which children are treated like suspects and criminals, especially within the public schools.

The schools have become a microcosm of the American police state, right down to the host of surveillance technologies, including video cameras, finger and palm scanners, iris scanners, as well as RFID and GPS tracking devices, employed to keep constant watch over their student bodies.

Making matters worse are the police.

Students accused of being disorderly or noncompliant have a difficult enough time navigating the bureaucracy of school boards, but when you bring the police into the picture, after-school detention and visits to the principal’s office are transformed into punishments such as misdemeanor tickets, juvenile court, handcuffs, tasers and even prison terms.

In the absence of school-appropriate guidelines, police are more and more “stepping in to deal with minor rulebreaking—sagging pants, disrespectful comments, brief physical skirmishes. What previously might have resulted in a detention or a visit to the principal’s office was replaced with excruciating pain and temporary blindness, often followed by a trip to the courthouse.”

Thanks to a combination of media hype, political pandering and financial incentives, the use of armed police officers to patrol school hallways has risen dramatically in the years since the Columbine school shooting (nearly 20,000 by 2003). Funded by the U.S. Department of Justice, these school resource officers (SROs) have become de facto wardens in the elementary, middle and high schools, doling out their own brand of justice to the so-called “criminals” in their midst with the help of tasers, pepperspray, batons and brute force.

The horror stories are legion.

One SRO is accused of punching a 13-year-old student in the face for cutting the cafeteria line. That same cop put another student in a chokehold a week later, allegedly knocking the student unconscious and causing a brain injury. In Pennsylvania, a student was tased after ignoring an order to put his cell phone away.

Defending the use of handcuffs and pepper spray to subdue students, one Alabama police department reasoned that if they can employ such tactics on young people away from school, they should also be permitted to do so on campus.

Now advocates for such harsh police tactics and weaponry will tell you that school safety should be our first priority lest we find ourselves with another Sandy Hook. What they will not tell you is that such shootings are rare. As one congressional report found, the schools are, generally speaking, safe places for children.

In their zeal to crack down on guns and lock down the schools, these cheerleaders for police state tactics in the schools might also fail to mention the lucrative, multi-million dollar deals being cut with military contractors such as Taser International to equip these school cops with tasers, tanks, rifles and $100,000 shooting detection systems.

Indeed, the transformation of hometown police departments into extensions of the military has been mirrored in the public schools, where school police have been gifted with high-powered M16 rifles, MRAP armored vehicles, grenade launchers, and other military gear. One Texas school district even boasts its own 12-member SWAT team.

According to one law review article on the school-to-prison pipeline, “Many school districts have formed their own police departments, some so large they rival the forces of major United States cities in size. For example, the safety division in New York City’s public schools is so large that if it were a local police department, it would be the fifth-largest police force in the country.”

The ramifications are far-reaching.

The term “school-to-prison pipeline” refers to a phenomenon in which children who are suspended or expelled from school have a greater likelihood of ending up in jail. One study found that “being suspended or expelled made a student nearly three times more likely to come into contact with the juvenile justice system within the next year.”

Not content to add police to their employee rosters, the schools have also come to resemble prisons, complete with surveillance cameras, metal detectors, drug-sniffing dogs, random locker searches and active shooter drills. The Detroit public schools boast a “‘$5.6 million 23,000-sq ft. state of the art Command Center’ and ‘$41.7 million district-wide security initiative’ including metal detectors and ID system where visitors’ names are checked against the sex offender registry.”

As if it weren’t bad enough that the nation’s schools have come to resemble prisons, the government is also contracting with private prisons to lock up our young people for behavior that once would have merited a stern lecture. Nearly 40 percent of those young people who are arrested will serve time in a private prison, where the emphasis is on making profits for large megacorporations above all else.

Private prisons, the largest among them being GEO and the Corrections Corporation of America, profit by taking over a state’s prison population for a fee. Many states, under contract with these private prisons, agree to keep the prisons full, which in turn results in more Americans being arrested, found guilty and jailed for nonviolent “crimes” such as holding Bible studies in their back yard. As the Washington Post points out, “With the growing influence of the prison lobby, the nation is, in effect, commoditizing human bodies for an industry in militant pursuit of profit… The influence of private prisons creates a system that trades money for human freedom, often at the expense of the nation’s most vulnerable populations: children, immigrants and the poor.”

This profit-driven system of incarceration has also given rise to a growth in juvenile prisons and financial incentives for jailing young people. Indeed, young people have become easy targets for the private prison industry, which profits from criminalizing childish behavior and jailing young people. For instance, two Pennsylvania judges made headlines when it was revealed that they had been conspiring with two businessmen in a $2.6 million “kids for cash” scandal that resulted in more than 2500 children being found guilty and jailed in for-profit private prisons.

It has been said that America’s schools are the training ground for future generations. Instead of raising up a generation of freedom fighters, however, we seem to be busy churning out newly minted citizens of the American police state who are being taught the hard way what it means to comply, fear and march in lockstep with the government’s dictates.

Battlefield_Cover_300As I point out in my book Battlefield America: The War on the American People, with every school police raid and overzealous punishment that is carried out in the name of school safety, the lesson being imparted is that Americans—especially young people—have no rights at all against the state or the police.

I’ll conclude with one hopeful anecdote about a Philadelphia school dubbed the “Jones Jail” because of its bad reputation for violence among the student body. Situated in a desperately poor and dangerous part of the city, the John Paul Jones Middle School’s student body had grown up among drug users, drug peddlers, prostitutes and gun violence. “By middle school,” reports The Atlantic, most of these students “have witnessed more violence than most Americans who didn’t serve in a war ever will.”

According to investigative reporters Jeff Deeney, “School police officers patrolled the building at John Paul Jones, and children were routinely submitted to scans with metal detecting wands. All the windows were covered in metal grating and one room that held computers even had thick iron prison bars on its exterior… Every day… [police] would set up a perimeter of police officers on the blocks around the school, and those police were there to protect neighbors from the children, not to protect the children from the neighborhood.”

In other words, John Paul Jones, one of the city’s most dangerous schools, was a perfect example of the school-to-prison, police state apparatus at work among the nation’s youngest and most impressionable citizens.

When management of John Paul Jones was taken over by a charter school that opted to de-escalate the police state presence, stripping away the metal detectors and barred windows, local police protested. In fact, they showed up wearing Kevlar vests. Nevertheless, school officials remained determined to do away with institutional control and surveillance, as well as aggressive security guards, and focus on noncoercive, nonviolent conflict resolution with an emphasis on student empowerment, relationship building and anger management.

The result: a 90% drop in serious incidents—drug sales, weapons, assaults, rapes—in one year alone. As one fifth-grader remarked on the changes, “There are no more fights. There are no more police. That’s better for the community.”

The lesson for the rest of us is this: you not only get what you pay for, but you reap what you sow.

If you want a nation of criminals, treat the citizenry like criminals.

If you want young people who grow up seeing themselves as prisoners, run the schools like prisons.

But if you want to raise up a generation of freedom fighters, who will actually operate with justice, fairness, accountability and equality towards each other and their government, then run the schools like freedom forums. Remove the metal detectors and surveillance cameras, re-assign the cops elsewhere, and start treating our nation’s young people like citizens of a republic and not inmates in a police state.

Handcuffs, Leg Shackles and Tasers: The New Face of Punishment in the Public Schools

Posted: January 26, 2015 in Uncategorized
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“In many parts of the country, teachers are viewed as beyond reproach, much like doctors, police officers, or clergy … and, therefore, are rarely challenged about their classroom conduct. In some cases, this means that actions that would be considered criminal if committed by a parent remain unchallenged by law enforcement if they occur in a school setting.”—Senator Tom Harkin, “Dangerous Use of Seclusion and Restraints in Schools Remains Widespread and Difficult to Remedy: A Review of Ten Cases”

Roughly 1500 kids are tied up or locked down every day by school officials in the United States.

At least 500 students are locked up in some form of solitary confinement every day, whether it be a padded room, a closet or a duffel bag. In many cases, parents are rarely notified when such methods are used.

On any given day when school is in session, kids who “act up” in class are pinned facedown on the floor, locked in dark closets, tied up with straps, bungee cords and duct tape, handcuffed, leg shackled, tasered or otherwise restrained, immobilized or placed in solitary confinement in order to bring them under “control.”

In almost every case, these undeniably harsh methods are used to punish kids for simply failing to follow directions or throwing tantrums. Very rarely do the kids pose any credible danger to themselves or others.

Unbelievably, these tactics are all legal, at least when employed by school officials or school resource officers (a.k.a. police officers) in the nation’s public schools.

For example, in what may be the youngest example of a child being restrained in this way, in October 2014, a 4-year-old Virginia preschooler was handcuffed, leg shackled and transported to the sheriff’s office after reportedly throwing blocks and climbing on top of the furniture. School officials claim the restraints were necessary to protect the adults from injury.

In New York, “school safety agents” tied a 5-year-old ADHD student to a chair with Velcro straps as a punishment for throwing a tantrum in class. Police officers claim the straps were necessary because the boy had tried to bite one of the adults.

A 6-year-old kindergarten student in a Georgia public school was handcuffed, transported to the police station, and charged with simple battery of a schoolteacher and criminal damage to property for throwing a temper tantrum at school.

A second-grader in Arizona who suffers from ADHD was duct-taped to her chair after getting up to sharpen her pencil too often.

Kentucky school officials placed a 9-year-old autistic student in a duffel bag as a punishment acting up in class. Turns out, it wasn’t the first time the boy had been placed inside the “therapy bag.”

An 11-year-old special needs student had his hands cuffed behind his back and was driven home in a police car after refusing to come inside after recess and acting in an out of control manner by “passively” resisting police officers.

Unfortunately, these are far from isolated incidents.

According to a ProPublica investigative report, such harsh punishments are part of a widespread phenomenon plaguing school districts across the country.

Indeed, as investigative reporter Heather Vogell points out, this is a local story everywhere. It’s happening in my town. It’s happening in your town. It’s happening in every school district in America.

In 2012 alone, there were more than 267,000 attempts by school officials to restrain or lock up students using straps, bungee cords, and duct tape. The numbers are likely far greater when one accounts for the schools that underreport their use of such tactics.

Vogell found that “most [incidents] of restraints and seclusions happen to kids with disabilities—and are more likely to happen to kids with autism or emotional/behavioral problems.” Often due to their age, their emotional distress, or their disabilities, these young people are unable to tell their parents about the abusive treatment being meted out to them by school officials.

At least 500 students are placed in “Scream Rooms” every day (there were 104,000 reported uses of scream rooms in a given year). For those unfamiliar with the term, a “scream room” is an isolated, unmonitored, locked room—sometimes padded, often as small as four-feet-by-four-feet—which school officials use to place students in seclusion.

These scream rooms are a far cry from the tested and approved “time out,” which involves monitoring the child in a non-locked setting in order to calm him down. As psychiatrist Keith Albow points out, “Scream rooms are nothing but solitary confinement, and by extension, that makes every school that uses them a prison. They turn principals into wardens and make every student an inmate.”

Schools acting like prisons. School officials acting like wardens. Students treated like inmates and punished like hardened criminals.

This is the end product of all those so-called school “safety” policies, which run the gamut from zero tolerance policies that punish all infractions harshly to surveillance cameras, metal detectors, random searches, drug-sniffing dogs, school-wide lockdowns, active-shooter drills and militarized police officers.

Paradoxically, instead of making the schools safer, school officials have succeeded in creating an environment in which children are so traumatized that they suffer from post-traumatic stress disorder, nightmares, anxiety, mistrust of adults in authority, as well as feelings of anger, depression, humiliation, despair and delusion.

Even in the face of parental outrage, lawsuits, legislative reforms, investigative reports and endless cases showing that these tactics are not working and “should never be used for punishment or discipline,” full-grown adults—police officers and teachers alike—insist that the reason they continue to handcuff, lock up and restrain little kids is because they fear for their safety and the safety of others.

“Fear for one’s safety” has become such a hackneyed and threadbare excuse for behavior that is inexcusable. Dig a little deeper and you’ll find that explanation covers a multitude of sins, whether it’s poorly trained police officers who shoot first and ask questions later, or school officials who are ill-equipped to deal with children who act like children, meaning they don’t always listen, they sometimes throw tantrums, and they have a hard time sitting still.

That’s not to say all schools are bad. In fact, there are a small but growing number of schools that are proactively switching to a policy of Positive Behavior Interventions and Supports (PBIS), which relies on the use of “engaging instruction, combined with acknowledgement or feedback of positive student behavior,” in order to reduce the need for unnecessary discipline and promote a climate of greater productivity, safety, and learning. One school in Pennsylvania for children with significant behavior challenges found that they were able to “reduce the use of physical restraint from approximately 1,000 incidents per year in 1998 to only three incidents total in 2012” after switching to a PBIS-oriented program. If exposed to this positive reinforcement early enough in school, by the time a student makes it to the third grade, little to no intervention is required.

Unfortunately, these schools are still in the minority in an age that values efficiency, expediency and conformity, where it’s often faster and easier to “lock down” a kid who won’t sit still, won’t follow orders, and won’t comply.

Certainly, this is a mindset we see all too often in the American police state.

So what’s the answer, not only for the here-and-now—the children growing up in these quasi-prisons—but for the future of this country? How do you convince a child who has been routinely handcuffed, shackled, tied down, locked up, and immobilized by government officials—all before he reaches the age of adulthood—that he has any rights at all, let alone the right to challenge wrongdoing, resist oppression and defend himself against injustice?

A Government of Wolves book coverMost of all, as I point out in my book A Government of Wolves: The Emerging American Police State, how do you persuade a fellow American that the government works for him when for most of his young life, he has been incarcerated in an institution that teaches young people to be obedient and compliant citizens who don’t talk back, don’t question and don’t challenge authority?

Peter Gray, a professor of psychology at Boston College, believes that school is a prison that is damaging our kids, and it’s hard to disagree, especially with the numbers of police officers being assigned to schools on the rise. What this means, notes Mother Jones, is greater police “involvement in routine discipline matters that principals and parents used to address without involvement from law enforcement officers.”

Students, in turn, are not only finding themselves subjected to police tactics such as handcuffs, leg shackles, tasers and excessive force for “acting up” but are also being ticketed, fined and sent to court for behavior perceived as defiant, disruptive or disorderly such as spraying perfume and writing on a desk.

Clearly, the pathology that characterizes the American police state has passed down to the schools. Now in addition to the government and its agents viewing the citizenry as suspects to be probed, poked, pinched, tasered, searched, seized, stripped and generally manhandled, all with the general blessing of the court, our children in the public schools are also fair game.

What can be done?

Without a doubt, change is needed, but that will mean taking on the teachers’ unions, the school unions, the educators’ associations, and the police unions, not to mention the politicians dependent on their votes and all of the corporations that profit mightily from an industrial school complex.

As we’ve seen with other issues, any significant reforms will have to start locally and trickle upwards. For a start, parents need to be vocal, visible and organized and demand that school officials 1) adopt a policy of positive reinforcement in dealing with behavior issues; 2) minimize the presence in the schools of police officers and cease involving them in student discipline; and 3) insist that all behavioral issues be addressed first and foremost with a child’s parents, before any other disciplinary tactics are attempted.

“Children are the messages we send to a time we will not see,” Professor Neil Postman once wrote. If we do not rein in the police state’s influence in the schools, the future to which we are sending our children will be characterized by a brutal, totalitarian regime.