Ken Strutin’s article surveys notable legal developments, new scholarship, and recent scientific research concerning the administration and effects of solitary confinement. Strutin describes solitary confinement as punishment’s punishment. He states that solitary is where the mind is worn out by pacing the same floor, viewing the same walls, tuning in to the same sounds without relief. He documents how extreme isolation has devastating psychological and physical consequences, collectively described as “SHU syndrome.” Strutin delivers illumination to the heart of legal challenges and legislative reforms now supported by an expanding body of research into the harmfulness of prolonged human isolation.
In Part 5 of her 5 part series, Lorette Weldon, Librarian and Educator discusses how high school students are not guaranteed success in college when they have completed college-preparatory courses. In high school English, mathematics and science courses, students have not consistently been taught how “to draw inferences, interpret results, analyze conflicting source documents, support arguments with evidence, solve complex problems that have no obvious answer, draw conclusions, offer explanations, conduct research, and generally think deeply about what they are being taught.”