[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585146-105":59,"doc-detail-585146-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","discipline-is-not-security-idra-policy-brief-february-2025","Discipline is Not Security - IDRA Policy Brief - February 2025","","Policy brief analyzing school safety discipline in Georgia, arguing that “visible” reactive measures should not replace proactive, evidence-based approaches grounded in strong relationships. It highlights disproportionate discipline faced by historically marginalized students and details how surveillance and AI systems for “risk” monitoring can reinforce biased outcomes due to reliance on biased historical data, increasing exposure to law enforcement. It also emphasizes privacy risks from misuse of student data and calls for guardrails, oversight, and limiting data sharing with law enforcement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/discipline-is-not-security-idra-policy-brief-february-2025/585146/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/discipline-is-not-security-idra-policy-brief-february-2025/585146.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the brief argue that discipline policy should be based on evidence, not reactive measures?","Question",{"text":112,"@type":113},"It states that “visible” reactive actions (e.g., metal detectors or zero-tolerance) are conflated with safer environments, while proven proactive approaches build trusting relationships and address student needs more effectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What disparities does the brief describe in Georgia public schools?",{"text":117,"@type":113},"It reports that Black students are twice as likely to be disciplined as white peers, and students with disabilities are 1.4 times more likely to be disciplined than their peers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the brief explain AI and surveillance monitoring could worsen discipline outcomes?",{"text":121,"@type":113},"It argues these systems often rely on historically biased data, which can lead AI to associate certain student groups with higher “risk,” increasing biased predictions and interventions and linking misuse to disproportionate discipline.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585146,1792191669,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Discipline is Not Security  \nIDRA Policy Brief  \nby Mikayla Arciaga, M.A. Ed.• February 2025  \nDismantling Disparities Should be Top of Mind When Developing School Safety Policy in Georgia  \nIn recent years, the heightened focus on school safety has spurred debate about policies and practices for protecting students and staff. Particularly with school shootings and concerns about external threats making headlines, decision makers are understandably under increasing pressure to implement measures that build safer learning environments.  \nWith these pressures has come a conflation between reactive “visible” policy measures – metal detectors, armed security personnel, school-based law enforcement, zero-tolerance policies – and proactive, evidence-based solutions that actually make learning environments safer at their foundation (Craven, March 2024) .  \nIt is crucial that policymakers adopt safety measures that are proven to be effective rather than establishing harmful yet ineffective school discipline policies that harden schools and exacerbate already significant disparities among students.  \nHistorically marginalized students are already disproportionately disciplined in Georgia public schools. Black students are twice as likely to be disciplined as their white peers, and students with disabilities are 1.4 times more likely to be disciplined than their peers (GOSA, 2024) .  \nWe must prioritize policies and practices that prevent the types of violence many students experience every day, such as bullying, harassment and discrimination. These very practices enable schools to build trusting relationships and recognize student and adult needs, which can help to address and prevent even the most extreme and extraordinary incidences of violence like school shootings.  \nEvidence consistently demonstrates that safe schools are those that are proactively grounded in strong relationships, where every student feels valued, supported and safeguarded against abuses (Craven, June 2022) .  \nProtect Students from AI Misuse  \nLeaders have increasingly proposed the use of technologies, such as surveillance systems and artificial intelligence (AI) to monitor student behavior and identify potential “risk”behaviors (Joyner, 2025) . However, these systems have raised significant concerns about their reliance on historically biased data, which can perpetuate or even exacerbate existing disparities in student discipline (Williamson et al., 2024; Human Rights Council, 2024) .  \nMany surveillance and learning technologies, such as AI, depend heavily on historical data to make predictions and assessments. When these data reflect racial or socioeconomic  \nIt is crucial that policymakers adopt safety measures that are proven to be effective rather than establishing harmful yet ineffective school discipline policies  \n1  \ndisparities in past disciplinary actions, as is the case in Georgia, the technology risks reinforcing and amplifying these biases.  \nFor instance, schools with a documented history of disproportionately disciplining Black or Latino students might inadvertently train AI systems to associate these students with higher levels of “risk,” resulting in biased predictions and interventions (Williamson et al., 2024) .  \nThese concerns are particularly pressing with the adoption of predictive monitoring tools, such as those controversially procured by Cobb County Public Schools (Moore, 2024) . Such fallible tools increase the exposure of students to law enforcement based on statistically predicted behavior rather than actual behavior. Misuse of these tools is, in turn, linked to disproportionate disciplinary actions, particularly against Black students and students with disabilities (Sorensen, et al., 2023) .  \nMarginalized communities often bear the brunt of these invasive practices, facing heightened scrutiny under the guise of maintaining safety and order (Lee & Chin-Rothman, 2022) .  \nThe extensive use of surveillance technologies also raises s","cbCaihReKsrym1Wr","https://ap.wps.com/l/cbCaihReKsrym1Wr","pdf",239695,"English","# Dismantling Disparities in School Safety Policy\n## Reactive vs proactive safety measures\n## Evidence-based discipline grounded in relationships\n# Protect Students from AI Misuse\n## Biased data and predictive monitoring risks\n## Privacy concerns and data misuse","[{\"question\":\"Why does the brief argue that discipline policy should be based on evidence, not reactive measures?\",\"answer\":\"It states that “visible” reactive actions (e.g., metal detectors or zero-tolerance) are conflated with safer environments, while proven proactive approaches build trusting relationships and address student needs more effectively.\"},{\"question\":\"What disparities does the brief describe in Georgia public schools?\",\"answer\":\"It reports that Black students are twice as likely to be disciplined as white peers, and students with disabilities are 1.4 times more likely to be disciplined than their peers.\"},{\"question\":\"How does the brief explain AI and surveillance monitoring could worsen discipline outcomes?\",\"answer\":\"It argues these systems often rely on historically biased data, which can lead AI to associate certain student groups with higher “risk,” increasing biased predictions and interventions and linking misuse to disproportionate discipline.\"}]","Discipline is Not Security - IDRA Policy Brief - February 2025 | PDF",1792053822,13]