Systemic racism, implicit bias, and deficit thinking have, over time, resulted in a population of undervalued students in Texas who are experiencing social-emotional issues, which the education system has attempted to address through a culture of policing and control. Specifically, schools have implemented a “zero tolerance” approach to any perceived misbehavior, resulting in suspensions, expulsions, and justice system referrals. Students of color are over-disciplined compared to white students, making it harder for them to develop and succeed in the long run
Leon launched TCJE’s Perception Equals Potential (P.E.P.) Initiative in January 2020 to identify and advance community-based solutions that can address exclusionary discipline and dismantle the school-to-prison pipeline in the Dallas area. Leon has brought together a large, diverse coalition of practitioners in education and legal fields, justice and education reform advocates, academics, and students. Together, they are advocating for strategies in schools that foreground mentoring, student engagement, mindfulness, peer-to-peer mental health support, positive self-perception, and restorative justice. This is especially critical in schools that contain the highest concentration of Black and Latinx students, and that excessively rely on disciplinary action.
In early 2021, select P.E.P. participants, together with local programming providers, founded the “Achieving Success Through Wellness” (ASW) Collaborative. Participants promote student wellness through a racial equity and mental health lens. They are in talks with school personnel throughout the Dallas area about providing community-based services during the school day to reduce drivers of student discipline.
As part of this work, the ASW Collaborative has initiated virtual town hall meetings for school personnel and community members to share their experiences and offer solutions that will keep kids on track.
At the same time, the P.E.P. Initiative is hosting empowerment camps to give students and parents the tools to advocate for their own best outcomes.
Throughout these efforts, Leon remains passionate about shifting the narrative around students and discipline: Labeling students perpetuates both their negative self-perception and the negative perceptions of them by school personnel, creating a cycle of disciplinary actions from which students can find difficulty escaping. At the same time, schools with higher percentages of students labeled “at risk” may make funding decisions—like over-investing in school policing—that fail to put students on a path to success.