More than 1,600 Rochester City School District students are in the County Jail each year. Some serve short sentences, some are there for much longer. Most
usually come back to the classroom, to face another host of issues.
LaToya Manon, a former teacher at the now closed Dr. Freddie
Thomas High School said the problem was frequent.
“There’s about one to two students a year if not more, that
have gone through the system, brushed it, or started off the year in it,” she
said.
Although it was just 1 of the 20-30 students in an average
classroom, often the presence they created in the classroom was marked.
“It can go to extremes,” she said of the behavior, recalling
one student in her own class a few years back.
He sat in the back, she said, intently observing his peers
for days. After a few days had passed, she said, he decided which student he
believed to be the leader of the class. The very next day, he sat in that
student’s seats: a direct challenge. The
two boys fought and were removed from the classroom.
Manon said eventually the boy went back to jail for another
crime.
The circumstances leading to the altercation are unlikely to
happen among students who haven’t interacted with the system. In jail, there is
an extreme focus on status because it’s often all inmates have to define
themselves.
“He felt like he needed to prove something, like in jail,”
she said.
Eventually Manon left teaching, to return to school. In 2014,
she will begin her doctoral program at the U of R studying mass incarceration
and its effect on our District and the city of Rochester as a whole.
“It felt like there was an audience I couldn’t connect
with,” she said, explaining the motivation behind pursuing a new degree. “I never
knew how to reach that group. And I could never say to the kids, ‘I know what
you’re going through’ because I didn’t know.”
Hundreds of teachers in the District face the same struggle.
The Districts boasts professional development that teachers can take but it’s
not mandated. Although it has increased its counseling staff, students also
interact with teachers. Therefore, ensuring teachers are properly equipped as
well is very important.
“There is nothing in the classroom to help them get re-acclimated,”
Manon said. “They’re forgetting the emotional piece. Even if it’s just three
days, if they don’t transition well, it can be detrimental to the classroom
environment.”
Manon says she believes the District may want a seamless
transition from the schooling done in jail and the return to the classroom. However,
they don’t account for the maturation many undergo behind bars- and the
psychological change is more evident the longer they’re in jail.
However, Manon also stressed the need for a preventive
approach. This reactionary approach of helping students transition is
excellent, but what if we could keep them from being incarcerated in the first
place?
She said that there simply isn’t enough in school to keep
students from traveling down this path.
But until we can do this, she said, there is a
responsibility to these kids to help them forward.
“We can’t stick them in jail with limited opportunities and
wonder why they’re still stuck,” she said. “I honestly feel that from an
academic stance we forgot that we should be socializing kids to be good
contributors to society.”