The public school systems are collapsing or have collapsed in many ways. Most of which is due to outdated education methodologies and curricula as well as an inability to meet students where they are at in many cases. Here's a couple problems:
Mental health is educational. They are interconnected, not siloed topics.
While there have been many mental health and educational issues before, those were amplified due to COVID-19. Families, students, and teachers, etc. are still facing COVID re-entry issues. Many students who are falling through the cracks are those with almost invisible intellectual disabilities such as ADHD and PTSD. Students in domestic abuse situations and coercive control situations are also not being served which leads to further traumatization by school staff who do not know how to recognize the symptoms and understand how to intervene appropriately. This increases youth mental health problems.
Parent-School Staff Relationships due to lack of inclusive education for students with disabilities
Many parents who advocate for children in public education are excluded or isolated from important decisions regarding their child's education. Schools have been excused from enforcing individualized education plans (IEPs), which breaks federal law.
As someone who has worked in and with public schools, I help students with disabilities and those that get in trouble frequently. I would say 9 out of 10 times a child gets in trouble it's because of a disability that school staff don't know how to handle. So, children are getting shamed and excluded from school classrooms just for being who they are. It's unacceptable. It also breaks parent trust in school officials. That hurts the child.
Moving forward
To my knowledge, Cumberland County Schools is making social-emotional learning a larger part of their strategic plan for this upcoming school as well as restorative education. This is a move in the right direction, however I fear it is too late for many of the families of whom public education has left a bad taste in their mouth.
If we really want a more inclusive, quality educational system, the structure of the school day and related policies must be reconsidered. What counts as the "normal school day" doesn't serve families with parents whose schedule doesn't coincide with the school day.
Some solution oriented questions:
What if a tiered education day could be adopted, with teachers coming to work in shifts? What if some teachers did direct teaching from 7 a.m. to 11 a.m. and had planning time until 3 p.m. and other teachers did formal education from noon to 4 p.m. and then did planning until 7 p.m.?
What if afterschool programs filled in the time gaps by starting earlier in the day and operating longer hours to retain after school staff?
What if high school seniors could be substitute teachers for grades K-5 as part of their education and in preparation for job readiness?
What if schools can be used as community hubs where DSS, food banks, and other community based non-profits can deliver services to increase accessibility for parents who struggle with transportation, etc.?
May peace be with you,
Nikki Fynn, Ed.D. MPH
(Doctorate of Education Leadership, Master of Public Health)
Graduate of 71st High School, Class of 1994