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The school-to-prison pipeline runs right through reading classrooms, said Hilderbrand Pelzer III, author of Unlocking Potential, school leader for over 30 years, and award-winning educator who organized one of the largest correctional education programs in the U.S.

During the powerful edLeader Panel “Interrupt the School-to-Prison Pipeline with Literacy Leadership,” Pelzer explained how systemic leadership decisions shaped by culture, expectations, and instructional priorities directly impact student trajectories, particularly for underserved learners. “Too often, we see children struggle early. We focus on the behavior, and then we want to assign them to special ed or emotional support,” he said. Leaders have the power to redirect this pipeline and transform student outcomes—even in districts with limited resources.

Why Behavior Is a Smoke Signal

The United States Department of Justice upholds a longstanding link between academic failure, delinquency, crime and violence, and reading failure. Early skill gaps can kickstart a domino effect of frustration, erupting in negative behaviors like class disruption, procrastination, avoidance or shutting down, truancy, and more.

“Our first thing is to suspend, expel, call the parents, send them to the principal’s office, those types of things,” Pelzer said. Stopping the pipeline requires shifting away from discipline-first thinking and doubling down on literacy first. 

Build a System That Drives Student Success

Pelzer discussed a Multi-Tier System of Supports (MTSS) for early identification, data-driven decisions, and varied levels of learning support. He argued that committing to instructional excellence and building clear paths for support in Tier 1 will strengthen literacy for all students and give teachers the tools to read behavior signals and skillfully intervene.

“In the MTSS process, we talk about Tier I, II, and III, but Tier 1 is so important; that’s the strength that can move the school forward,” he explained. Evidence supports this with strong correlations between long-term success and a student’s ability to master reading.

Let Data Guide You in Confident Leadership

Leaders can move forward by narrowing focus with a lens on cultural shifts that recognize shortcomings as learning opportunities. Efforts can be limited to two or three strong practices that can be implemented without overwhelming teachers and staff.

Then, Pelzer recommended collecting evidence routinely, whether biweekly, monthly, or quarterly. The data becomes the litmus test for what’s working. While it’s not easy and requires a bit of vulnerability to examine results and self-reflect, you’ll gain clarity for moving forward. Leaders can then prioritize strengthening literacy so all initiatives, professional development, curriculum, funding priorities, resources, and time blocks align for the best outcomes.

The first step is providing educators and leaders with a deep understanding of the Science of Reading. Then, “having a strong leadership team that can help you as the leader implement the practices you want, sacred times set aside for grade teams or grade bands, depending on how your school is organized, to have professional learning communities to really look at data, and to look at skills that students are successful in and deficient in,” said Pelzer.

Leaders can test ways to address the gaps, including “visiting classrooms and giving teachers real, tangible, not overwhelming feedback—not a dissertation, but those quick nuggets that could help move their practice,” he explained.

Use Technology to Bridge Learning—and Uphold Teachers’ Impact

Technology is a powerful support tool for teaching literacy. Adaptive programs can help teachers tailor instruction to meet every student’s needs in the same classroom. Pelzer advised using these tools as a learning station, but “investing in teachers, investing in their professional development, investing in the Science of Reading, so that they build their capacity is the way to go.”

Learn more about this edWeb broadcast, Interrupt the School-to-Prison Pipeline with Literacy Leadership, sponsored by Learning Ally.

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Article by Suzanne Bell, based on this edLeader Panel