Why Are Educators Learning How to Interrogate Their Students?

– Why Are Educators Learning How to Interrogate Their Students?:

bout a year and a half ago, Jessica Schneider was handed a flyer by one of her colleagues in the child-advocacy community. It advertised a training session, offered under the auspices of the Illinois Principals Association (I.P.A.), in how to interrogate students. Specifically, teachers and school administrators would be taught an abbreviated version of the Reid Technique, which is used across the country by police officers, private-security personnel, insurance-fraud investigators, and other people for whom getting at the truth is part of the job. Schneider, who is a staff attorney at the Chicago Lawyers’ Committee for Civil Rights Under Law, was alarmed. She knew that some psychologists and jurists have characterized the technique as coercive and liable to produce false confessions—especially when used with juveniles, who are highly suggestible. When she expressed her concerns to Brian Schwartz, the I.P.A.’s general counsel, he said that the association had been offering Reid training for many years and found it both popular and benign. To prove it, he invited Schneider to attend a session in January of 2015.

The training was led by Joseph Buckley, the president of John E. Reid and Associates, which is based in Chicago. Like the adult version of the Reid Technique, the school version involves three basic parts: an investigative component, in which you gather evidence; a behavioral analysis, in which you interview a suspect to determine whether he or she is lying; and a nine-step interrogation, a nonviolent but psychologically rigorous process that is designed, according to Reid’s workbook, “to obtain an admission of guilt.” Most of the I.P.A. session, Schneider told me, focussed on behavioral analysis. Buckley described to trainees how patterns of body language—including slumping, failing to look directly at the interviewer, offering “evasive” responses, and showing generally “guarded” behaviors—could supposedly reveal whether a suspect was lying. (Some of the cues were downright mythological—like, for instance, the idea that individuals look left when recalling the truth and right when trying to fabricate.) Several times during the session, Buckley showed videos of interrogations involving serious crimes, such as murder, theft, and rape. None of the videos portrayed young people being questioned for typical school misbehavior, nor did any of the Reid teaching materials refer to “students” or “kids.” They were always “suspects” or “subjects.”

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