Law Related Education
Law-Related Education (LRE) programs and curricula are designed to give people an understanding and appreciation of the law, the legal system, and their rights and responsibilities as citizens. Law-related education programs employ legal processes and principles to help young people find practical solutions to everyday problems. Students in LRE programs are active, hands-on participants. Community resource persons who work within the legal system are an important part of the LRE team.
LRE helps youth become effective, law-abiding citizens by promoting civic responsibility and participation. It increases young people’s self-esteem and promotes a more favorable attitude toward authority figures. It may be used in school, counseling, probation, or institutional settings. LRE is an important part of the nationwide effort to prevent violence and restore mutual respect and civility to American community life.
Videos of Possible Interest
- Teaching Humanitarian Law with Raid Cross
- LA Peer Mediation Program Video
- Restorative Practices and Texting While Driving
See MORE VIDEOS...
Sample Catalog Resources
Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.
|Punishment versus discipline||Pdf document comparing and contrasting punishment to discipline, from "Conflict resolution education, a guide to implementing programs in schools, youth-serving organizations and juvenile justice settings," by D. Crawford and R. Bodine.|
|Intervention tips for law enforcement officers||Pdf document examining the role of law enforcement in bullying.|
|Integrated lessons: Collection from the National Curriculum Integration Project||Pdf document presenting a series of lessons for both language arts and social studies classes which examine conflict, explore positive solutions and examine how issues of culture and bias, social and emotional learning and law related education impact conflict and its resolution. Written above title on document: NCIP (National Curriculum Integration Project).|
|State laws related to bullying among children and youth||Pdf document presenting information on state laws that deal with bullying.|
|Mini Exploring Humanitarian Law: The Essence of Humanitarian Law||This 42-page resource kit introduces young people to the principles and basic rules of international humanitarian law (IHL). It provides 5 x 45 minutes of sequential learning activities designed for both formal and non-formal education settings for young people and other interested groups. It can be used in the framework of a half-day workshop or over the course of five individual sessions. Mini EHL was developed by the International Committee of the Red Cross (ICRC) on the basis of the Exploring Humanitarian Law (EHL) education programme and includes new exercises and source materials. The learning materials are based on real-life situations and show how IHL aims to protect life and human dignity during armed conflict and to prevent and reduce the suffering and the devastation caused by war. By studying the behaviour of actual persons and the dilemma they experience, young people develop a new perspective and begin to understand the need for rules during war as well as the complexity of their application.|
|Conflict Resolution and U.S. History - Sample Lesson - War Between Mexico and U.S.||This 111-page pdf provides a full kit for a classroom activity focused on learning U.S. history within a conflict resolution framework. The activity, focused around the war between the United States and Mexico in the 1840s, sets up a negotiation and mediation between two historical figures from the period. The activity comes from Volume One: The Colonial Period through Reconstruction, the first of two volumes available from the NJ Center for Civic and Law-Related Education for teaching conflict resolution and U.S. history. The two volume set was created with supportive funding from the Ford Foundation. More than 25 leading historians helped to provide a rich historical background as the materials were developed and presented. More than 200 teachers from 15 states participated in the institutes and piloted the materials in their classrooms. More information available at http://civiced.rutgers.edu/|
|Alternative dispute resolution in the law schools||Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the development of alternative dispute resolution education in law schools.|
|Involvement of law enforcement officers in bullying prevention||Pdf document examining ways in which law enforcement personnel can be involved in the prevention of bullying.|
|Children at risk, violence in our home||Two diagrams, one outlining the ways in which children may be at risk, such as physical, sexual and emotional abuse, the second diagram shows ways in which at risk children have problems in school, such as acting out, falling asleep, and no respect for authority.|
|Conflict resolution education: models, relationships to other fields||Powerpoint presentation examining conflict resolution education and its relationship to fields such as peace studies, law related education and social and emotional learning.|
|Learning About Human Rights||In 2008, the United Nations initiated a year of human rights learning to mark the 60th anniversary of the Universal Declaration of Human Rights. In the UK, UNA-UK teamed up with UNESCO Associated Schools to produce materials to help secondary school teachers and students explore human rights together. The resource, now posted to the web as a series of pdfs, contains a teacher's handbook with slide presentations and corresponding factsheets for students. The five topics covered are: - the UN Universal Declaration of Human Rights - the UN Convention on the Rights of the Child - child rights and armed conflict - child rights and climate change - human rights and international development|
|Northeast Ohio Juvenile Corrections Officer (JCO) pilot curriculum||Web-based pilot-project under the coordination of the Global Issues Resource Center at Cuyahoga Community College. "This 120 hour pilot curriculum attempts to address training deficiencies which often lead to high levels of [Juvenile Corrections Officer] staff turnover and increased operational costs ... The challenges associated with the supervision, rehabilitation, and treatment of these [incarcerated] youth has compounded over the last two decades; placing juvenile corrections officers on the front lines. Juvenile detention facilities primarily house youth who have committed a violent or sexually oriented crime, suffer from persistent mental illness, are repeat offenders and have a history of substance abuse (Office of Juvenile Justice and Delinquency Prevention, 2004). This youth population has increased the challenges faced by juvenile detention personnel, thereby creating a demand for more professional, higher skilled detention employees ... For the first time in Ohio, the Northeast Ohio Juvenile Detention Professional Development Project established a comprehensive curriculum for entry level staff that went beyond the current minimum standards to address growing risk factors ... The Projectâ€™s Advisory Committee and partners believe that by investing in Ohioâ€™s juvenile corrections officers, agencies can reduce staff turnover, increase employee morale, and improve relationships between staff members as well as between staff and incarcerated youth. It is the Committeeâ€™s hope that the pilot curriculum will facilitate the implementation of a formal certification process for staff and agencies utilizing the comprehensive training tool. The existence of a formal certification process will help provide the foundation for recognizing juvenile corrections as more than a job, but rather a profession characterized by motivated and dedicated staff."|
|The Dignity in Schools Campaign Model Code on Education and Dignity||The Dignity in Schools Campaign Model Code on Education and Dignity presents a set of recommended policies to schools, districts and legislators to help end school pushout and protect the human rights to education, dignity, participation and freedom from discrimination. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates and researchers who came together to envision a school system that supports all children and young people in reaching their full potential. Five chapters organize the 104 page document. They cover Education, Participation, Dignity, Freedom from Discrimination, and Monitoring and Accountability.In October 2013, DSC released a new revised version of the Model Code, which includes new sections on: social and emotional learning, prevention and response to bullying behavior, reducing tickets and summonses issued in school, reducing racial disparities in discipline through culturally responsive classroom management, creating safe schools for LGBTQ students and other topics. A community toolkit was also created to help groups make good use of the Model Code. It is available separately.|