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7/20/2022
PLC Group #4
EDUC 2400 30I
Summer Semester 2022

Adam Burton
Kaysie Polad
Kenadi Garner
Tylee Hepworth

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Implications/Discussion of Mental Health in Today's Schools

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Implications/Discussion of Mental Health in Today's Schools

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The history of mental health has largely been ignored in schools for many years. From 1952-1954 the awakening of racial segregation brought on by Brown v. Board of Education led to the realization of segregation between those with mental disabilities and those without. As ideas started to change toward those with physical and mental disabilities, more policies were enacted to protect their right to quality education. In 1973, Section 504 was proposed and enacted into law; Section 504 was the first civil rights law defending those with disabilities and prohibiting discrimination against those individuals. Because of the stepping stones Section 504 paved, the ADA was passed in 1990, guaranteeing those with physical and mental disabilities the right to reasonable accommodations in addition to the right not to be discriminated against.

Although Section 504 is an enacted law, sadly, there is a lack of funding throughout the United States to create a program that is reliable for students in all schools. Due to the lack of funding, there are not enough resources to have mental health professionals on-site, and teachers take the responsibility of finding a solution to ensure the majority of their class is learning designated content. This means that some students with mental health are separated from their peers, which causes gaps in their academic and social-emotional learning.

As prospective teachers, we believe following the Universal Design for Learning (UDL) will significantly impact our classrooms and provide a safe learning environment for those with mental health issues. By using the UDL, we can place the students before our lesson plan. The UDL allows us to find students who may need extra support and design the lesson around our students. There is only so much we can do in our classrooms as general educators to ensure our student's mental health needs are being met. There will be situations we need assistance handling, and in these cases, we will present our situation to our administrators to see if we can create some sort of program, small or large, to provide students with mental health issues a safe space to rest when needed.

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Marcus, Michelle, and Katherine G. Yewell. “The Effect of Free School Meals on Household Food Purchases: Evidence from the Community Eligibility Provision.” Journal of Health Economics, vol. 84, July 2022, p. N.PAG. EBSCOhost, discovery.ebsco.com/linkprocessor/plink?id=a26b26d3-467d-30e8-ab55-02f78bb16515.

Vaudrin, Nicole, et al. “Impact of the 2010 US Healthy, Hunger-Free Kids Act on School Breakfast and Lunch Participation Rates Between 2008 and 2015.” American Journal of Public Health, vol. 108, no. 1, Jan. 2018, pp. 84–86. EBSCOhost, discovery.ebsco.com/linkprocessor/plink?id=26af661b-7421-3741-967a-c06258c70404.

Free and reduced school lunch is an opportunity for many families to get support for their students to eat throughout the school year. Families who are in the low or no income bracket are the ones who take advantage of these programs. Research shows the National School Lunch Program (NSLP) provides the care that family needs to ensure their students are fed while at school.

Statistics show that due to the free lunch program, families who participate spend 5% less on their groceries every month, allowing them to spend those funds on other necessities like groceries, clothing, or shelter. Many families are otherwise not able to feed their children, and this provides equitable access to deterring hunger while students are in the classroom.

We know, based on the hierarchy of needs, that a student's basic needs, such as shelter, food, and water, are imperative for a student's success. These students would not be able to perform at a successful rate if it wasn't for programs that provide some missing needs that families aren't able to create. When analyzing the data on test score differences, there is not big enough of an impact to take note yet as more research needs to be done before a definitive answer can be made.

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Current issue teachers face is students who have learning disabilities

Learning challenges are identified in kids who struggle with skills like reading, math, staying organized or paying attention. But many students with learning and attention disorders also have social and communication problems.

When you’re socializing, you must understand what’s been said, organize your thoughts, decide on a response, and find the right words to use. These steps can be difficult for children with learning problems.

Kids with a nonverbal learning disorder might have problems understanding the rules around socializing. They can’t easily see that everyone is behaving a certain way. They might miss jokes or not respond when spoken to.

Children with ADHD or executive function challenges might understand what is happening but have a hard time organizing their answer. They may have trouble listening to other kids without interrupting or waiting for their turn. Or they’ll act inappropriately based on their impulses.

Kids with dyslexia they may have trouble making sense of complex language. It might also be hard for them to find the right words to use. To others, they may seem unsophisticated or immature.

When kids struggle to learn, it can lower their self-esteem. They might have been told they’re not trying hard enough. Or worry they are not as smart as other kids If they’re ashamed about their struggles, socializing can feel even harder.

But, with help, kids with learning challenges can build social skills. Make sure your child knows that they are just as smart as other kids. If they’re getting the right support for their learning challenges, they will feel more confident. Working with a professional can also help kids learn the social skills that don’t come as naturally to them as they do to other kids.

When we think of children with learning challenges, we think of difficulty with reading or math, with being organized, with paying attention and staying focused in school. But many students with learning and attention disorders also have social and communication problems.

They have trouble connecting with other kids, making friends  and understanding what’s expected of them in social situations.

Some of them miss social cues and misinterpret body language and tone of voice. Kids with learning disabilities may talk too much, or at the wrong time, or say things that are inappropriate. Some are stiff in conversation, have trouble expressing themselves and miss the point of a lot of humor. They don’t “get” things that seem to come effortlessly to other kids. They may have trouble understanding what’s happening in a group, and finding a way of fitting in.

For children and teenagers, being “just a little off” in their social behavior can easily trigger rejection by their hyperaware peers and make them targets of teasing and bullying. Sometimes young children with social awkwardness or deficits are misdiagnosed with autism, because these behaviors are one component of an autism diagnosis. But it’s important to recognize that these behaviors occur in a lot of kids who aren’t on the spectrum, too.

Most kids with learning problems have social dimensions to their problems,” observes Scott Bezsylko, the executive director of Winston Preparatory School, which specializes in teaching children with learning challenges. What causes these social and communication difficulties, and why do kids with ADHD and learning disorders have them?

Problems with comprehension

Problems with organization

Problems retrieving language

Lack of confidence

https://childmind.org/article/social-challenges-kids-learning-problems/

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Current issues facing African American students’ ability to prepare and attend college

STATISTIC #1:

African American students are less likely than white students to have access to college-ready courses. In fact, in 2011-12, only 57 percent of black students have access to a full range of math and science courses necessary for college readiness, compared to with 81 percent of Asian American students and 71 percent of white students.

College Preparation for African American Students: Gaps in the High School Educational Experience

U.S. Department of Education Office for Civil Rights Data Snapshot: College and Career Readiness

college degrees are regarded as a primary vehicle for reducing poverty and closing the wealth gaps between people of color and whites. Yet, the disparities that exist are alarming. But don’t take our word for it. See for yourself by reading these statistics and the full reports from which they come.

STATISTIC #2:

Even when black students do have access to honors or advanced placement courses, they are vastly underrepresented in these courses. Black and Latino students represent 38 percent of students in schools that offer AP courses, but only 29 percent of students enrolled in at least one AP course. Black and Latino students also have less access to gifted and talented education programs than white students.

U.S. Department of Education Office for Civil Rights Data Snapshot: College and Career Readiness

U.S. Department of Education Office for Civil Rights 2013-14 Civil Rights Data Collection “A First Look”

STATISTIC #3:

African American students are often located in schools with less qualified teachers, teachers with lower salaries and novice teachers.

Learn more:

U.S. Department of Education Office for Civil Rights Data Snapshot: Teacher Equity

U.S. Department of Education Office for Civil Rights 2013-14 Civil Rights Data Collection “A First Look”

STATISTIC #4:

Research has shown evidence of systematic bias in teacher expectations for African American students and non-black teachers were found to have lower expectations of black students than black teachers.

Learn more:

Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

https://uncf.org/pages/K-12-Disparity-Facts-and-Stats?gclid=Cj0KCQjw8uOWBhDXARIsAOxKJ2Gh084gV8ySAzrRnNRbuLSJ5wf5vceE5VRJggpChnCQ-6qFpIF83aEaAoRREALw_wcB

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National Center for Education Statistics (NCES). “The NCES Fast Facts Tool Provides Quick Answers to Many Education Questions (National Center for Education Statistics).” Title I Fast Facts, https://nces.ed.gov/fastfacts/display.asp?id=158.

Van Dyke, J.David. “Removing Defiance: An Analysis of Disciplinary Referral Data of African American Children Within a Title 1 School.” Journal of African American Studies, vol. 20, no. 1, Mar. 2016, pp. 53–66. EBSCOhost, discovery.ebsco.com/linkprocessor/plink?id=fc153d82-23e6-3357-9807-8a67fe170237.

US Department of Education. “Title I, Part a Program.” Title I, Part A Program, US Department of Education (ED), 7 Nov. 2018, https://www2.ed.gov/programs/titleiparta/index.html.

Title 1 funding is a part of the Elementary and Secondary Education Act by the US government. This act allocates funding to local education agencies (LEAs) within the United States that are in higher need of funding than other schools. Titles go from 1-6, 1 being the highest need and 7 being the lowest need. The government put this act in place to ensure students who come from low-income families can get the same quality of education as their higher-income peers. According to the US Department of Education, there are four grants given to LEAs who qualify for title one funding. These are basic grants, concentration grants, targeted grants, and Education Finance Incentive Grants. Title one funding allows students from lower-income areas to have access to many things they did not have before, including technology such as laptops or tablets, which is becoming increasingly essential to use in the classroom. School districts may also use it for teachers' salaries and other funding around the school for classrooms or other areas like media centers, restrooms, offices, etc.

Because of the impact the title one program has on so many students, it has opened an enormous window that students may not have had access to before. Though these funds are allocated to school districts as they see fit, most funds are being used in ways that are helpful to both educators and students. For example, today, many students can take home school laptops or tablets to complete digital assignments and prepare themselves for the digital world outside of the classroom.

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Chen, G. (2022). 10 major challenges facing public schools. Public School Review. Retrieved July 20, 2022, from https://www.publicschoolreview.com/blog/10-major-challenges-facing-public-schools

Forrest, S. (2021, May 12). Youths with diverse gender identities are bullied up to three times more often than peers, study finds. ILLINOIS. Retrieved July 20, 2022, from https://news.illinois.edu/view/6367/462003792

(OCR), O. for C. R. (2021, October 27). Title IX education amendments. HHS.gov. Retrieved July 2, 2022, from https://www.hhs.gov/civil-rights/for-individuals/sex-discrimination/title-ix-education-amendments/index.html

Rosenkrantz, H. (2021, September 1). How to handle bullying at school | K-12 schools | US news. U.S. News and World Report . Retrieved July 20, 2022, from https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school

Bullying is a big problem in schools, and it really hurts the students, their mental health, scores in school, and the learning environment. Due to the increase of technology in schools, cyberbullying has made the problem increasingly worse. Around 1 in 5 children are bullied at some point while they are in school. It is also shown in studies that students with diverse gender identities that differ from the normative standard are bullied up to 3 times more likely than their peers.

Title IX - Connection From Timeline

Title IX of the Education Amendments of 1972 (Title IX) prohibits sex (including pregnancy, sexual orientation, and gender identity) discrimination in any education program or activity receiving federal financial assistance. This amendment is very influential in that it opens the door for students, and is a good step for those who are not protected by societal norms. This means that just because there are students that do not fit into the hetero norms, these students should still be given access to all their educational needs, and should not be denied help based on their identity, orientation, etc.. This shows that these students still are people deserving of respect, and that just because they are “different” doesn't mean they should be treated as such, especially in cruel ways. While this may be important, there is still much that needs to be done to aid in helping all youth feel safe and welcome in schools, including more ways to decrease bullying while helping all students realize their value.

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Abdur Rahman, M. (2020, May 11). A technology-filled classroom poses problems, schools need to find a better balance for students: The glen bard. The Glen Bard | The student news site of Glenbard West High School. Retrieved July 20, 2022, from https://gwhsnews.org/7079/showcase/a-technology-filled-classroom-poses-problems-schools-need-to-find-a-better-balance-for-students/

Chen, G. (2022). 10 major challenges facing public schools. Public School Review. Retrieved July 20, 2022, from https://www.publicschoolreview.com/blog/10-major-challenges-facing-public-schools

Porter, A. (2013, January 28). The problem with technology in Schools. The Washington Post. Retrieved July 20, 2022, from https://www.washingtonpost.com/blogs/therootdc/post/the-problem-with-technology-in-schools/2013/01/28/cf13dc6c-6963-11e2-ada3-d86a4806d5ee_blog.html

Technology is becoming much more prevalent in schools, and while it does bring much good, there are also downsides. Technology in the classroom can be a big source of distraction for students, and can hurt their studying and recalling skills in terms of school content. The amount of technology used in the classroom can also negatively impact writing skills, as well as social/communication skills in students.

In a similar manner to funding issues, technology is costly, and it is harder for schools to maintain what they need technology wise, especially in terms of homework. There are many students who do not have access to technology outside of the classroom to accomplish work, especially for students who are living in poverty. This effects these students and their families, and can create lower school scores. This makes learning and remaining engaged in the classroom much less engaging and manageable for the students who are impacted by a lack of technology, especially when technology at home is required by schools or teachers.

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Simpson, J. C. (2016). Segregated by subject: Racial differences in the factors influencing academic major between European Americans, Asian Americans, and African, Hispanic, and Native Americans. The Journal of Higher Education, 72(1). https://doi.org/10.2307/2649134

"Educational attainment follows a flow of learning: Students participate in postsecondary programs because they have or lack the necessary academic preparation with which to enter specific academic majors" (65). Because Native American students have less exposure and resources, their coursework, curriculum placement, and test scores are going to be lower than their White counterparts. Research shows that the Native American population has the least amount of high school graduates and those who received degrees in major fields of study, tend to study the "non-elitist" courses, such as Public Service and Liberal Arts, compared to the "more challenging and rewarding" courses, such as Science and Technical fields. These low numbers may be caused by the history of Native American education. The Indian Appropriations Act created the reservation system. The median household income for those living on reservations ranges from $11,000-$29,000 and 20% of the reservation population makes less than $5,000 annually. The average salary in the U.S. is $56,300. This lack of funding and resources does not create an equitable education for Native American students. The history of the United States has been designed to fail Native American students, and they are falling through the educational pipeline because of it.

Carlisle Indian School (1879) - Connected From Timeline 1

The United States government funded the first off-reservation boarding school for Native Americans, who were forcibly removed from their homes to attend such boarding schools. The schools worked to assimilate Natives by absorbing children into an educational institution framed by Euro-American values and beliefs. The phrase, "Kill the Indian, save the man" was used in this school setting and showed that the U.S. government wanted more to "indoctrinate" Native American children instead of granting them an education.
Research shows that those living on reservations are receiving extremely low incomes. The history of Native Americans shows us that they were forced onto those reservations. Also, the first time Native American students were introduced to public schools, the purpose of that was to assimilate Native culture. Educational attainment is low for the Native American population because of how history has taught them in the past.

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Lack of Mental Health Funding in Schools

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Lack of Mental Health Funding in Schools

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Menas, A. (2019, May). The Widening Mental Health Treatment Gap in Schools. NEA. Retrieved July 18, 2022, from https://www.nea.org/advocating-for-change/new-from-nea/widening-mental-health-treatment-gap-schools

Mental disorders in children can negatively affect their social, emotional, academic, and cognitive abilities. The amount of students that have depression and anxiety-related problems has skyrocketed the past 5 years. In order to cope with mental, behavioral, or emotional disorders students need to begin developing coping skills in the classroom; however, "educators are often forced to separate students that require greater attention or cause distractions, furthering gaps in knowledge". Because of the need to separate students with behavioral, mental, or cognitive issues, students are "likely to be labeled as “bad students,” compounding disconnected feelings with punitive disciplinary actions. Exclusionary discipline rates are significantly higher for students of color and students in special education classrooms". Closing this gap between students with mental health issues and those without requires more funding so school districts can bring more counselors and psychologists on board. "Roughly half (56 percent) of public schools moderately or strongly agreed that they could effectively provide mental health services to all students in need" (NCES).