focused on criminal cognition" or "services that target variable risk factors for high-risk offenders" due to the numerous intersecting risk factors experienced by mentally ill and non-mentally ill offenders alike. To prevent the recidivism of individuals with mental illness, a variety of programs are in place that are based on criminal justice or mental health intervention models. Programs modeled after criminal justice strategies include diversion programs, mental health courts, specialty mental health probation or parole, and jail aftercare/prison re-entry. Programs modeled after mental health interventions include forensic assertive community treatment and forensic intensive case management. It has been argued that the wide diversity of these program interventions points to a lack of clarity on which specific program components are most effective in reducing recidivism rates among individuals with mental illness. Inmates who have a mental illness tend to stay for longer days in jail compared to inmates who don't have a mental illness. Inmates with mental illness may struggle to understand and follow prison rules. Inmates with mental illness will usually get in trouble with more facility violation rules. Suicide is the leading cause of death in many prisons. People who have a serious mental illness tend to die by suicide more often in prison. In California in 2002 jail suicides reached a record high. Students The term "school-to-prison pipeline", also known as the "schoolhouse-to-jailhouse track", is a concept that was named in the 1980s. The school-to-prison pipeline is the idea that a school's harsh punishments—which typically push students out of the classroom—lead to the criminalization of students' misbehaviors and result in increasing a student's probability of entering the prison system. Although the school-to-prison pipeline is aggravated by a combination of ingredients, zero-tolerance policies are viewed as main contributors. Additionally, "The School to Prison Pipeline disproportionately impacts the poor, students with disabilities, and youth of color, especially African Americans, who are suspended and expelled at the highest rates, despite comparable rates of infraction. In 1994, the Gun-Free Schools Act was passed. It required that students have at least a year long suspension from school if they brought a weapon to school. Many states then adopted the Zero tolerance policy which lead to an increase in suspensions, mainly for Black and Hispanic kids. At the same time these policies were growing, school districts adopted their own version of the "broken windows theory". The broken windows theory emphasizes the importance of cracking