Episode 218 - Dr. Charnetta Gadling-Cole and Dr. Cathy McElderry: The Development School Partnership: Interrupting the School-to-Prison Pipeline
Monday, June 19, 2017, 7:33:54 AM
In this episode, our guests discuss the Development School Partnership, a collaborative effort and intervention to interrupt the school-to-prison pipeline. By offering wraparound services to students in need of comprehensive behavioral health services, the project hopes to create strong support systems for vulnerable students at risk of not completing their education.
episode 218 review, Sunday, February 10, 2019
By Serena :
Dr. Charnetta Gadling-Cole and Dr. Cathy McElderry did an excellent job explaining a major problem affecting at risk youth. The school to prison pipeline is an issue that needs to be addressed at all levels of schooling. While programs that serve at risk youth do exist, they are not as widespread as they should be. Growing up in a poverty stricken community demonstrated the need for such programs. Many of my peers who were labeled as at risk found themselves struggling to remain out of trouble. Unfortunately the current system within my community is not designed in their favor. Legal troubles were not uncommon for many of my peers.
Being classified as at risk myself, due to my families low socio-economic standing and our ethnic identity, I faced many obstacles myself. Although I managed fight against the odds, my background did not make it easy. Even now I still struggle more than my more fortunate peers.
During my elementary and high school years there was little support. Luck seemed to be the only factor that separated me from my other at risk peers. Fortunately, while entering college there was more support. I entered my undergraduate career through the Equal Opportunity Program (EOP). The EOP program gave me the experience, tools, and support needed to succeed in college. I successfully graduated with a four year degree and I am now completing my Masters in Social Work. Once again the support is minimal and I find myself struggling again.
Graduate school is not designed for persons at risk. As a graduate school student there is the illusion of control, but the reality is the factors from our past are still carried with us.
Programs should be designed to walk individuals through all the fazes of life. The outcome of these programs would not only help the individual but future generations as well. They would help break the cycle that plagues so many at risk youths and their families.
episode 218, Thursday, January 31, 2019
By Sedaya :
This podcast was very informative because Dr. Gadling-Cole and Dr. McElderry has shed light to the serious concern of the school to prison pipeline. They have created a partnership program that helps at risk youth further their education after high school. Their partnership program can continue to be a benefit to so many adolescences because many of them may not have an opportunity to further their education due to imprisonment or simply a lack of support. However, what really stood out to me was the fact that these students still had a support system when they reached college. The individuals who work at this partnership program support these students their whole four years. I believe this is important because many of the students may not have that kind of support from people they may know. Overall, after listening to this podcast I believe that Dr. Gadling-Cole and Dr. McElderry program will continue to help students be successful and resilient no matter their circumstance.
episode 218 review, Sunday, February 11, 2018
By RS :
I cannot recommend this episode enough to anyone who works in a school or with children. The program Dr. Gadling-Cole and Dr. McElderry discuss should serve as a model, not only for future programs, but for all of us who work with children with behavioral issues. In the school setting we often focus so much on the student's academic performance that we lose sight of the child. In my position as a school social work intern, it is difficult to contain my frustration with this tunnel vision. We rely so heavily on behavioral modification and management tools, without addressing the issues at the center of the child's behavior. Lack of parental involvement, parental incarceration, ill family members, poverty, instability - all of these issues (and more) contribute to a child's perception of themselves and the world around them. It is unrealistic to expect children to not carry the weight of these problems into school each day. In creating a program which provides children with the services they need to not only get by, but to truly flourish and succeed, Dr. Gadling-Cole and Dr. McElderry are fixing children, not problems. Their approach to trauma is inspiring, and insightful.
enlightening and inspiring! , Wednesday, January 31, 2018
By Erika Vertigan :
I would highly recommend this podcast for anyone who works in a school or works in similar systems. My experience working with students in my field placement at a school that serves kindergarten through eighth grade has highlighted similar needs to those mentioned by Dr. Gadling-Cole and Dr. McElderry. Students who are frequently suspended often feel lonely and even discouraged to come to school. This podcast addresses the connection between my students' experiences and the school-to-prison pipeline as well as the importance of intervening in that cycle. The unique perspective presented by Dr. Gadling-Cole and Dr. McElderry, continuing to support students after high school and maintain the changes they have made throughout their college career, is new and often overlooked. Providing services throughout a child's life and providing them with opportunities after they graduate high school is amazing and already seems to be making a difference. This podcast also highlights the importance of comprehensive in-school services, the need for greater funding for school services that address the needs of these students, and the awareness that specific groups of students may face unique challenges when moving through the school and higher education systems. I have found this podcast enlightening and truly beneficial to listen to as someone who hopes to continue their social work career in the school system.
great podcast!, Tuesday, January 30, 2018
By Britney Annis :
Dr. Charnetta Gadling-Cole and Dr. Cathy McElderry’s partnership program is something I would recommend to anybody who is interested in working with at-risk youth or in the school social work realm. I do not want to spoil the whole discussion, but I did want to discuss some key points that I got from the discussion. This program, from what was discussed, is college based. One thing that I thought was very informative was the continual follow through with students until graduation. It made me feel like this program is very personable and focuses on the goals a student has in order to be successful. Another key point was the continual emphasis that this program can be modified and how collaboration can assist with that. This made me think of the potential to incorporate this type of programming in an elementary, middle or high school. I know my field placement, a Buffalo Public School, would greatly benefit from a program such as this one. Finally, another key point was the aspect on education itself. If children have access to education, it can bring out strengths from a student who was previously predestined to go through the pipeline of the criminal justice system. I also feel as if this program can help diminish the stigma of a student being seen as the “bad kid” based on previous behaviors shown. It was very powerfully spoken when Cathy mentioned that this can also help provide growth within the community when given the opportunity to incorporate this program from a trauma informed perspective. I would definitely recommend listening to this podcast.
DISCLAIMER: The content shared by the presenter(s) and/or interviewer(s) of each podcast is their own and not necessarily representative of any views, research, or practice from the UB School of Social Work or the inSocialWork® podcast series.