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Research Summary: The increasing presence of armed security personnel in schools has led to concerns about the criminalization of students. While many schools use sworn law enforcement (e.g. school resource officers or SROs), many schools also use security guards who are not sworn law enforcement. Recent policy changes in a number of states and political pressures resulting from acts of mass school violence have led policymakers to face decisions between the use of SROs and security guards. This study informs this policy debate by empirically examining the relationships between security guards and SROs with rates of student behavior, discipline, and arrest using nationally representative data from the Civil Rights Data Collection. Controlling for observable covariates and school district fixed effects, we find that, in contrast to SROs, the use of security guards in schools is not systematically related to student arrest or suspension rates. The findings suggest that non‐sworn security guards may provide a form of security personnel that minimizes the criminalization of students relative to SROs. Policy Implications: As school districts nationwide grapple with how to respond to school shootings and other acts of school violence, policymakers have frequently turned to the use of school security personnel, including SROs and security guards, as a response. Doing so, however, has been contentious given concerns about the overcriminalization of students. This study provides evidence to inform these policy debates by demonstrating the relationships between security guards and SROs and a number of outcomes. The results suggest that the use of security guards as a policy response may minimize arrests and exclusionary discipline relative to the use of SROs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to obtain preliminary data about the effectiveness of four workload approaches (WAs) that were implemented in public school settings. The WAs were compared to each other and the caseload approach (CA). Method: Five speech-language pathologists were selected to implement one of the four WAs, and two used the CA. Data were collected in the areas of Individualized Education Program (IEP) progress, classroom performance, delivery of services, workload parameters, and stakeholder perceptions. Results: The workload and CAs resulted in desirable levels of IEP progress, and all students received the services that were documented on their IEPs. When the data from the workload and CAs were compared, the Workload Management Strategies (WMS) Approach was associated with the most indicators of success in the study. Participants utilized several practices to manage workload, even though some strategies possibly affected compliance with federal special education law. Conclusions: These initial findings showed that the WMS Approach held the most promise relative to student outcomes, the workload determination, and compliance with federal special education law. Strengths and weaknesses of each approach and implications for practice are provided. Given the small sample size, the results should be viewed with caution as the generalizability of the results is limited. Areas for further research are recommended. [ABSTRACT FROM AUTHOR]

The Supreme Court has not addressed the relationship between searches by school administrators and a student's Fourth Amendment rights in over two decades. Since then, remote learning and other advances in educational technology have changed the meaning of the "school environment." In a recent federal district court case in Ohio, the court held that a public university's remote examination policy, which required a student to conduct a scan of her own bedroom before beginning a remote exam, violated the student's Fourth Amendment rights. This Comment argues that the previous school search Supreme Court cases offer poor tests for this new generation of school searches, and it propose a new framework based on other seminal Fourth Amendment cases in analogous contexts. [ABSTRACT FROM AUTHOR]

The article focuses on the shared responsibility between parents and the state in educating children. It discusses the historical development of parental duty to educate children and the state's role in enforcing compulsory education laws. It highlights the standard of a "sound basic education" and its application in various contexts, including parental authority, educational neglect, and the state's obligation to provide free public education.

Extensive research shows that both law students and lawyers suffer from statistically increased mental ill health. Despite the research, there is a disconnect between support for law students struggling with mental ill health and the accreditation guarantee that students have adequate preparation for legal practice. This article reviews Australian universities' claims providing both employment-ready graduates and mental health support for their students. However, when Australian universities grant ongoing extensions for law students who suffer from mental ill health, the university fails to provide these students sufficient preparation to perform an inherent requirement of legal practice: a demonstrated ability to adhere to strict deadlines. As such, a University may fail to meet its own claims of employment focus in the context of legal education for this cohort of graduates. With increased discussion relating to student mental ill health and the Covid-19 pandemic, there is an opportunity to better address mental ill health in law students. The article provides an immediate solution for Australian jurisdictions, using existing Australian university learning outcome framework. This solution can provide a framework for other jurisdictions that require accredited law school graduation as part of law licensure to better promote mental health and wellbeing before entering practice. [ABSTRACT FROM AUTHOR]

This document is an interview with Dr. Judith Preston, an environmental lawyer and activist, who discusses her experiences in the field of environmental law and her work with Aboriginal land rights. Dr. Preston emphasizes the importance of integrating Indigenous knowledges (IK) into sustainability efforts, as IK can contribute to biodiversity protection and building resilience in the face of climate change. The interview highlights the need for recognition and inclusion of Indigenous perspectives in environmental decision-making processes. The text compares Australia's approach, which prioritizes Western science and technology over IK, to countries like New Zealand, Norway, Peru, and the Philippines, which have implemented constitutional rights and legal frameworks to protect IK and involve Indigenous communities in decision-making. The text suggests possible reforms for Australia to improve the integration of IK into national environmental decision-making processes and emphasizes the importance of incorporating multiple knowledge systems and the voices of marginalized groups in achieving environmental justice. [Extracted from the article]

The incorporation of Universal Design for Learning (UDL) into Spanish educational legislation as a framework for addressing student diversity has been met with criticism. Three main objections can be identified. Firstly, the lack of evidence supporting its neuroscientific basis. Secondly, the scarcity of empirical data to demonstrate its efficacy for improving learning. Thirdly, the difficulty in operationalizing and implementing its framework in practice. Based on a thorough review of key literature on UDL, this paper delves into and discusses these limitations considering the theoretical and practical foundations of the model. Furthermore, research directions are pointed out to advance its development, exploring its potential as a framework for identifying barriers for learning in lesson plans. [ABSTRACT FROM AUTHOR]

The article discusses the issues over the teaching of critical race theory (CRT) in law schools in the U.S. Also cited are the alleged integration of racism in American society like business, housing, and healthcare, the legal challenges filed against laws aimed at limiting the teaching of CRT in schools, and the issue of whether banning CRT teaching violates the First Amendment free speech rights of teachers.

Based on the elaboration of biographical accounts, we reconstructed the socio-educational trajectories of two adults deprived of their liberty in penitentiary institutions in the province of Santa Fe. The notion of socio-educational trajectories, articulated to a relational anthropological approach, alludes to the construction of paths that, at the level of the lived experience, include both structural aspects and the meaning they assume for the subjects. Likewise, we recover Michel De Certeau's category of trajectories, to account for the intersection of mobilities and modalities of action (tactics and strategies) included in these itineraries. The emerging analytical dimensions refer to the connections between the material, normative, organizational and relational conditions of the institutional locations in which the subjects' experiences are configured, and the knowledge and practices put into play in the course of their socio-educational trajectories, especially those anchored in the generation of interpersonal ties. [ABSTRACT FROM AUTHOR]

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

The article analyzes the application of Title IX to the developments in Name, Image and Likeness (NIL) compensation in the U.S. Topics include the significance of Title IX in reducing gender inequities in the National Collegiate Athletic Association, an overview of NIL and donor-driven collectives, Title IX's application to collective NIL compensation, and solutions to correct the Department of Education's Office for Civil Rights' lack of guidance with respect to Title IX and NIL compensation.

Sex education in American public schools has long been the subject of controversy. Although debates over the inclusion of sex education in schools now focus on students' access to comprehensive curricula that includes the experiences of queer and transgender students, sex education in the United States has long maintained its roots in the institutional promotion of "sexual purity." Through an exploration of the latest attacks on comprehensive sex education, particularly in the context of reinvigorated "Don't Say Gay and Trans" legislation, this Article postulates that a novel interpretation of Title IX of the Education Amendments of 1972 is needed that requires education policymakers to incorporate the experiences and needs of queer and transgender students in sex education curricula. This Article examines the application of the Supreme Court's Bostock v. Clayton County decision to Title IX and argues that the prohibition against discrimination in education on the basis of sexual orientation and gender identity raises a plausible Title IX challenge to non-inclusive sex education curricula. By first offering a brief historical overview of public sex education curricula in the United States, this Article contextualizes the present need for comprehensive sex education as an impactful resource for students, as well as the unique sexual health challenges faced by queer and trans adolescents. This Article then outlines the important changes to Title IX in the wake of the Bostock decision, President Biden's 2021 Executive Order implementing Bostock, and subsequent appellate case law. Most importantly, this Article will highlight the potential for Title IX claims to be brought against public schools, districts, and states that offer non-comprehensive sex education curricula that excludes content relating to the unique needs of queer and trans students. This Article concludes by addressing potential challenges to such an interpretation of Title IX in the context of sex education curricula and will underscore the important policy ramifications of incorporating the experiences and needs of queer and trans students in educational dialogues surrounding sexual health. [ABSTRACT FROM AUTHOR]

The article focuses on the emerging trend of "voices briefs" in legal advocacy, particularly within the domain of education law. It explores the history, potential future, and impact of voices briefs, emphasizing their role in shaping legal discourse and advocating for marginalized groups, especially in Supreme Court cases related to education.

The article discusses the concept of Critical Race Theory (CRT), the idea that racism is embedded into the American society's foundations. Topics discussed include the false dichotomy of race-blind and race-conscious, arguments in the court of public opinion in favor or against teaching CRT, and the constitutionality of legislation which restricts CRT in the classroom. Also highlighted are the teaching of creationism in the classroom and parental rights in education legislation.

Set against a context where care for the person, others, and the world in which we live receives increasing attention in the policy and practice nexus, this paper sets out to explore how 'care' is understood and reflected in Irish educational legislation, policies, circulars and curricula. The importance of focusing on care has been further accentuated during the COVID-19 pandemic. Each source was searched systematically and following application of inclusion criteria, 616 documents were included in the sample, legislation (n = 39), policies (n = 49), active circulars (n = 179), archived circulars (n = 249) and curriculum specifications (n = 100). Thirteen per cent of the documents included in the review reflected some discussion of care. Thematic analysis of these documents identified that 'care' tended to be understood and reflected in five main interrelated ways: (1) care for the individual child and the related duty of care schools/teachers have for children; (2) supporting students to care for themselves and for others; (3) care presented in terms of 'pastoral care' or intertwined with 'well-being'; (4) care presented from the perspective of care for the environment and finally; and (5) care presented from a structural perspective regarding care supports within the school. Some considerations and challenges are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of care in education. [ABSTRACT FROM AUTHOR]

The effects of affirmative action on the incentives to human capital accumulation are ambiguous from a theoretical perspective and the scarce empirical evidence on the matter provides mixed results. In this paper, we address this issue by investigating the impacts of Brazil's Law of Quotas on the students' performance in the college entrance exam, the ENEM. We provide causal evidence that the law fostered incentives to pre-college human capital accumulation, inducing students to attain higher ENEM scores. Moreover, the effects of the quotas were greater in quantitative-intensive subjects and these impacts increased throughout the first years after the law's implementation. [ABSTRACT FROM AUTHOR]

The increasing number of drones flying over buildings, fields, and people's heads raises questions about safety, privacy, and the existence of regulations regarding their technical parameters, public space rules, restrictions, and requirements for their owners' authorization. Drones are being used by various organizations, defense and security forces, researchers, as well as civilian population. The purpose of this article is to draw attention to the fact that the use of drones is not indifferent to either the European Union or the Slovak Republic. The European Union is gradually unifying legislative procedures and regulations for the use of drones and setting conditions for their users, who must also comply with European rules for the operation of unmanned aircraft systems. The questionnaire research was primarily aimed at finding out the level of knowledge among students about the legislation on the private and educational use of drones. [ABSTRACT FROM AUTHOR]

Although recognized as an important legal authority in the formative period of Mālikī legal doctrine (2nd-3rd/8th-9th century), Ašhab b. ʿAbd al-ʿAzīz (d. 204/820) is portrayed in narrative sources after the 4th/10th century as a scholar who diverged from or even contradicted the master's doctrine, Mālik b. Anas (d. 179/795). This article examines Ašhab's divergence and independency through the analysis of seven anecdotes consigned in the Mālikī biographical literature between the 4th/10th and 6th/12th centuries. By placing these anecdotes in their political, social and doctrinal contexts of writing we emphasize that: 1. Ašhab's divergence is a historical construction that is 2. the corollary of the evolution of Mālikī legal doctrine between the 3rd/9th and 6th/12th centuries. In fine , we show that an interconnection exists between the biographical tradition built on Ašhab and the evolution of the Mālikī maḏhab (doctrinal school of law). [ABSTRACT FROM AUTHOR]

The University of Maryland Law Journal of Race, Religion, Gender & Class hosted a symposium on decarceration, focusing on the roles of law school clinics. The symposium included panels of experts from various backgrounds who discussed decarceration activities such as enforcing release mechanisms, expanding release laws, and addressing race and gender discrimination in overincarceration. The article highlights the increase in the US prison population, discusses the issue of mass incarceration, and emphasizes the need to focus on incarcerated individuals who have received long sentences for violent crimes. It also addresses the role of storytelling and the experiences of incarcerated and formerly incarcerated individuals in advocating for change. The text discusses the use of fear-based political narratives and tough-on-crime policies, as well as recent reductions in prison populations. It also addresses the Supreme Court's recognition of the lesser culpability of juvenile offenders and the reform of sentencing policies for juvenile lifers. The text discusses the renaming of high courts in Maryland, the implementation of sentencing reforms, and the concept of compassionate release. It highlights the importance of state court focus in addressing overincarceration, particularly for prisoners serving long sentences for violent crimes. The text also mentions the D.C. Second Look law as a national model for sentence review for incarcerated individuals who committed crimes as juveniles. It discusses the Second Look Project and the creation of a national Second Look Network. The text discusses a panel discussion on decarceration reforms and legal representation in federal release proceedings, highlighting the flaws in the Sentencing Reform [Extracted from the article]

In the article the author offers his opinion on the proposal by the Department of Education of Great Britain to replace the national award for special education needs coordination (NASENCo) with a new professional qualification (NPQ) for special education needs coordinator (SENCo). Topics include the government's education white paper and the green paper "SEND Review: Right support, right place, right time," details of the proposed NPQ and the need to amend the 2014 special education law.

Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing on students' assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students' assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed. [ABSTRACT FROM AUTHOR]

This paper examines the importance of educational psychology influence on UK Government education policy and school practice between the 1930s and the present time. It focuses on: the lead up to the 1944 Education Act; the 1967 Plowden Report on primary education; the 1973 Bullock Report on literacy; the 1978 Warnock Report on special education; the 1989 Elton Report on behaviour in schools; Every Child Matters, 2003; and on the 2007 Social and Emotional Aspects of Learning (SEAL). The paper considers the extent that research by educational psychologists may have influenced both the decisions of Governments but also school practice. It concludes that, despite the small size of the profession, EPs' influence has been considerable. [ABSTRACT FROM AUTHOR]

The forms in which Environmental Education (EE) is included in the curriculum are a long-standing concern in the Latin American didactic field. In this paper we analyse the current curricular designs for the Basic Secondary School in the province of Buenos Aires, Argentina. Although in hierarchically superior regulations (Provincial Education Law and General Framework of Curricular Policy), EE is based on critical and ethnographic perspectives, it has an uneven transversal presence in the curricular designs. Some subjects present an empty EE curriculum, while others show fragmentary and contradictory perspectives. Only in Social Sciences, Geography and Citizenship Building is there a critical and ethnographic vision, linked to contemporary environmental conflicts. From Geography we recovered the experiential dimension and the enjoyment of the environment as a contribution to the pedagogies of environmental conflict and to the ongoing implementation the new national EE regulations. [ABSTRACT FROM AUTHOR]

The article discusses the educational issues in the U.S. and around the world, particularly the shortage of teachers and how to address it. Other topics include how the coronavirus pandemic affected global education, the enacted laws by legislators and school districts to retain teachers and encourage students to pursue a profession in teaching, the Cobweb model, and the proposed educational reform to boost the teacher labor market.

The General Education Law was approved half a century ago. It was designed by Francoism to reform the educational system, adjusting itself to the liberal-developmental approach that Franco's regime followed in its last few decades. The oppression that the so-called "vernacular languages" were subject to during the former years of Francoism made their learning recognition stand out amidst the rest of the changes and developments that this law provided. The aim of this paper is to review the concepts and measures that structured Francoist educational politics in regard to languages. Special attention will be paid to the causes, foreseen in the Libro Blanco (Spanish for "White Book"), that fostered the change established in the 1970 Law. The idea will be presented that the incorporation of regional languages in the new policies happened to fulfil the idiomatic regulations requested by UNESCO and the Catholic Church, and to meet the need to cope with the popular currents of linguistic demand emerging in the scenario of socio-labour conflict that characterised the final years of the dictatorship. This moment was determined by the tensions generated within a system reluctant to change its traditional values, although it was forced to resolve the external and internal pressures that urged it to recognise the multilingual reality of the Spanish State in schools. [ABSTRACT FROM AUTHOR]

This article discusses the 'love of humanity' value and its meanings in Hebrew-language and literature school readers (textbooks) in state elementary schools, grades 2–6, from 1954 to the present day. The changes that took place over seven decades reflect educational and sociocultural developments in Israel and the world, as manifested in three central aspects: (a) Definition of the 'Other'; (b) The types of texts chosen by policymakers or editors; and (c) The value-based educational approach. [ABSTRACT FROM AUTHOR]

Recent legislation in Tennessee regarding "divisive concepts" in secondary education negatively impacts teachers. It causes them to question previously taught content for fear that parents or administrators might deem it too controversial, which could put educators' jobs in jeopardy. Secondary educators used various approaches when handling potentially "divisive" material, such as changing "hot button" terms while teaching the same basic content, "watering down" lessons to ensure they will not be targeted, or cutting out all potentially controversial subjects altogether. These are examples of the "chilling effect" caused by certain types of legislation. Another example is the recent book banning in Tennessee that resulted in many teachers cutting out their classroom libraries completely to avoid trouble. The increasing legislative reach into secondary classrooms has important implications for both students and teachers, such as contributing toward the growing teacher shortage statewide or leaving students as unprepared voters and citizens. Therefore, educators must speak out about the negative impacts of legislative overreach. [ABSTRACT FROM AUTHOR]

In recent years, autonomous vehicles (AVs), once the province of science fiction, have become an increasingly common sight on American roads. This new technology raises a host of novel legal questions, one of which is how driving under the influence (DUI) law should apply to AVs. Georgia has authorized the use of AVs, and some lawmakers who voted in favor of that authorization did so because, at least in part, they felt AVs could reduce the number of DUIs in Georgia. This Note argues, however, that Georgia DUI law as written and interpreted by the Georgia courts would apply to hold the operator of any currently existing AV criminally responsible for DUI if they operated the AV while under the influence of drugs or alcohol. Therefore, if authorizing AV use intended to alter the scheme of Georgia DUI law for these vehicles, then amendments to Georgia's DUI statutes or a new statutory DUI scheme specifically applicable to AVs must be adopted to reflect that intent. [ABSTRACT FROM AUTHOR]

An easily overlooked feature of the Supreme Court is that the justices do not decide cases; they answer questions. This turns out to have several interesting implications. Theoretically, it undermines the Court's appellate powers; functionally, it turns the Court into an unpopular and democratically illegitimate policymaker. This piece formalizes the theory and builds on recent empirical work for the functional case. It concludes with a modest suggestion: make the Court a court again. [ABSTRACT FROM AUTHOR]

Discourse around school choice often is divisive. Less understood is the effect polarization has within advocate groups. The Narrative Policy Framework (NPF) approach offers a systematic approach to understanding how political actors use narratives to affect policy debates. Because NPF assumes bounded relativity, the approach requires a theory of political ideology that can explain why narratives stick within certain ideological boundaries. Because Kling's three-axes model provides non-mutually exclusive character identification, it can help illuminate in-group overlap and conflict. This essay uses NPF and Kling to examine how narratives are used by various subgroups within the school choice advocacy coalition. [ABSTRACT FROM AUTHOR]

The UN Convention on the Rights of the Child affirms that every child has a right to education. At the same time, the Convention states each child's right to be protected from all forms of discrimination. In most countries education is mandatory which means that children, as a main rule, cannot choose whether to attend school. This puts an extra obligation on the schools to provide all childrenwith a safe learning environment. In most European countries, the mandate and work of the schools are regulated by a form of Education Act. In addition to regulating practical issues concerning education, in many cases these acts also address children's right to safety and protection. In this article we present the work that has been done on this issue in the Norwegian Education Act that we consider to be a very good example of how to design a legal framework that ensures both children's right to an education and to a safe environment. The Act's Chapter 9A; "The pupils' school environment" contains 16 sections that address this obligation on different levels and also explicitly places the responsibility for the work on adults on different levels in the education system. Chapter 9Aunderwent amajor revision and the new Act was put into force in August 2017. The implementation of Chapter 9 A has been examined as a whole, and there was also a study examining section 9 A-6, "The County Governor's handling of the obligation to act in individual cases". The Education Act is now undergoing a major revision and is planned to be put into force from August 2024. The aim is that the new law will be more updated, easily accessible and more adapted to modern society. [ABSTRACT FROM AUTHOR]