• About 23% of high school students (9th-12th grade) note often/always experiencing stress and state that they do not have an outlet or adult voice to go to in times of crisis.

Pathways & Solutions:

• Expand access to virtual and in person mental health services.

• Execute informational campaigns to educate and destigmatize mental health services amongst young people.

• In-school initiatives & education to evaluate and change the mental impact of social media on students’ mental health.

• Police and punitive measures on campuses are not lowering rates of violence across Atlanta, as students in Atlanta experience violence at very high rates. Metal detectors and other outcomes of a culture of policing reduce a sense of safety for students.

Pathways & Solutions:

• Increase the student voice and input into disciplinary standards within APS Schools, focusing on restorative and community based practices.

• Threats to culturally inclusive curriculum in Georgia are rampant as book bans across the state and the Professional Standards Committee removed DEI requirements from educator training. In order to protect and grow Atlanta students’ curriculum, proactive and inclusive policy must be passed.

  • Only 27% of students indicated that they often share information about their interests or cultural background to inform what is being taught in classes.

  • Only 40% of teachers and staff reported that professional development opportunities help them explore new ways to promote equity in their practices.

Pathways & Solutions:

• A pledge by the APS School Board and the new superintendent to make sure that all history teaching is culturally accurate and inclusive.

• Training for teachers and staff on how to create culturally responsive curriculum and classroom activity.

• 68.9% of students in Atlanta Public Schools are on free & reduced lunch, a key indicator of economic hardship, putting their overall well being and success at risk. Lack of wrap around services for students facing financial instability and housing insecurity perpetuates this harm in and out of school.

Pathways & Solutions:

• Expanding wrap around and direct services to students experiencing hardship.

• Specific policies and resources to support students who need to work while in school.

• Students do not feel prepared for postgraduate life or success, whether that is a 4-year university or other pathway options.

Pathways & Solutions:

• Evaluate and fill any gaps in APS college & career readiness.

• Teach students about a variety of options post-high school graduation, and support students in finding and achieving success in those pathways.

• Teach life skills to students to help them thrive beyond the classroom, including financial literacy, college financial aid, comprehensive sex education, tax information, job training, and more.

Studying the adultification of Black students is crucial for Atlanta Public Schools, where 73% of the student population is Black, as it helps identify and address biases that may negatively impact these students' educational experiences and outcomes. Understanding adultification can guide the development of targeted interventions and policies to create a more equitable and supportive learning environment. Additionally, addressing this issue can improve student well-being and academic achievement, fostering a more inclusive and just school community.

In her 2024 research, Camryn Williams OurTurn Fellow explores the adultification of Black students starting with its history, the causes and an analysis of how we can move forward. Read some of the key findings to the research here

However, the idealized notion of childhood is not equally accessible to all children, particularly Black children, who face systemic racism and historical injustices that deny them the same protections and freedoms. From the era of slavery, where Black children were treated as property and subjected to brutal labor and family separations, to the Jim Crow era, where they faced segregation, violence, and substandard education, Black children's experiences have been marred by deprivation and dehumanization. This historical context has perpetuated stereotypes and biases that strip Black children of their childhood protections and subject them to adult-like scrutiny and punishment, a phenomenon known as adultification.

Adultification is a form of dehumanization that treats Black children as if they are older than they are, depriving them of the protections and nurturing typically afforded to childhood. Defined by the Cambridge Dictionary as the process of considering a child as an adult inappropriately, this bias places Black children at increased risk for harsh disciplinary measures, limited access to resources, and health disparities. The term gained prominence following the Georgetown Law study "Girlhood Interrupted," which highlighted the disproportionate burden of adultification on Black girls. Adultification operates through three main frameworks: the erasure of innocence, where Black children are perceived as less innocent and more self-sufficient than their peers; the projection of mature expectations, imposing adult-like responsibilities and behaviors on children; and dehumanization, which strips Black children of their dignity and individuality.

These frameworks collectively reinforce harmful stereotypes and societal pressures, contributing to the misperception of Black children as threatening and dangerous. Research shows that Black boys as young as 10 are often seen as older and less innocent than white boys, while Black girls face sexualization and maturity beyond their years. Adultification is a subtle but pervasive form of trauma that undermines the well-being of Black children, manifesting in various societal institutions such as education, healthcare, and the juvenile justice system. It forces Black children to navigate challenges prematurely, leading to significant short- and long-term mental health impacts. Addressing adultification requires understanding and dismantling these biased frameworks to ensure Black children receive the care and protection they deserve.

Adultification, as a result, is deeply intertwined with politics, economics, race, gender, and class.

Adultification is best understood through the lens of intersectionality, a concept introduced by Kimberlé Crenshaw, which examines how various forms of oppression intersect to shape individual experiences. Jahnine Davis' Professional Inter-Adultification Model (PIA) explains adultification by focusing on the roles of professionals, agencies, and institutions. By examining societal stereotypes, personal biases, and specific practices like parentification—where children are given adult responsibilities—we see how these forces disproportionately affect marginalized groups, particularly Black children.

Parentification is split into emotional and instrumental, with the latter being more relevant for this discussion as it involves children taking on responsibilities that are not age-appropriate. Parentification within Black families manifests through practices such as "The Talk," generational resiliency, and eldest daughter syndrome. "The Talk" prepares Black children for societal biases and racism, fostering resilience but also leading to an early loss of innocence. Black parenting styles, often a blend of authoritative and authoritarian, aim to protect and prepare children for a world of systemic racism. However, this can lead to children being expected to mature faster, compromising their emotional well-being. Eldest daughter syndrome highlights the added pressures on the oldest daughters in Black families, who are often expected to be nurturers and role models, which can lead to premature emotional and social maturity.

Disciplinary disparities further illustrate the adultification of Black children, who are often perceived as older and more culpable than their peers. Studies reveal that Black students face harsher disciplinary actions and increased surveillance compared to their white peers, despite no evidence of higher rates of misbehavior. Policies like zero-tolerance disproportionately affect Black children, feeding into the school-to-prison pipeline and contributing to long-term mental health issues. The perception of Black children as inherently more aggressive and the dehumanization they face underscore the need for systemic changes to address these inequities and support their mental health and well-being.

Play therapy, particularly tailored to Black girls, has shown promise in preserving childhood innocence and fostering emotional and cognitive development. By using culturally relevant tools such as Black dolls, therapy sessions led by figures like Renee Curry have created safe spaces for Black girls to express themselves and build confidence. These sessions, although still new and with long-term effects yet to be fully documented, have observed improvements in emotional vulnerability, camaraderie, and self-awareness among participants. However, the success of such interventions relies heavily on the cultural sensitivity and relatability of the therapists involved.

In addition to individual therapeutic interventions, parenting support programs like EmbRACE play a crucial role. EmbRACE helps Black families navigate racial socialization by fostering communication strategies that mitigate the stress of racial discrimination. This program promotes a collaborative approach to discussions about race, emphasizing the importance of both parents and children in these conversations. While effective, the program faces challenges in accessibility and sustainability, highlighting the need for broader support systems and resources to ensure long-term impact. Policy-level interventions, such as the elimination of zero-tolerance policies in schools, also play a vital role. The Colorado Smart School Discipline Law serves as an example of how school policies can be reformed to reduce the criminalization of Black children by considering the student's holistic profile rather than relying on rigid disciplinary measures. However, the persistent racial disparities in discipline even after policy changes indicate the need for clearer guidelines and consistent enforcement to ensure equitable outcomes.

Educators specifically need to work to create loving and supporting environments for Black children to grow and thrive. Ultimately, mitigating adultification helps dismantle systemic racism in schools, promoting justice and equality in education.

2017 Results focused on Dekalb County with about 1,800 survey participants (2021 survey, which is the most up to date, only yielded around 600 participants in the whole state of Georgia).

• 77.4% percent of high school students who participated indicated not getting 8 or more hours of sleep

• 30.8% of female participants indicated feeling sad or hopeless almost every day for 2 or more weeks in a row so that they stopped doing some usual activities, during the 12 months before the survey. This compares to 22.6% of males.

• 15.9% had seriously considered attempting suicide 

Other questions pertaining to poor mental health, mental health impact during COVID, home dynamics as a result of COVID and connectedness to peers had no data. 

1. Access Mental Health

2. CHRIS 180 Counseling Services

3. Family Ties

4. Georgia Hope

5. Pathways

6. Underdue Social Services, Inc.

These services however require students to go through their insurance providers. Lists of partners and their corresponding schools can be found here.

Additionally, Hazel Health has collaborated with Atlanta Public Schools to offer free access to high-quality healthcare services for all students this academic year. A school health representative can arrange a video appointment with a Hazel healthcare provider while child are on campus, offering both physical and mental health services.Therapy sessions with Hazel Health are conducted in a secure, private, and confidential environment.

The purpose of the school zone speed safety initiative is to minimize the occurrence of violations, accidents, and injuries resulting from speeding motorists. The primary goal of the program is to decelerate drivers and influence their behavior, thereby enhancing community safety through adherence to the designated speed limits.

In the summer of 2023, APS launched a gang resistance training program entitled G.R.E.A.T. The Gang Resistance Education And Training (G.R.E.A.T.) program is a proven and efficacious initiative focused on preventing gang involvement and violence. It revolves around classroom curricula led by law enforcement officers within school settings. The program serves as a preventive measure against delinquency, youth violence, and gang affiliation for children during the critical period just before they reach the prime ages for potential involvement in gangs and delinquent activities.

As prefaced in the case study above, it is important to note the impact of police presence on school morale and safety. School safety is important and fostering healthy relations with community enforcement can enhance perception and precaution.

More about this program can be read by visiting the wensite!

• According to the Texas Association of School Resource Officers, The School Based Law Enforcement concept TRIAD is the placement of an experienced law enforcement professional in the High Schools, Middle Schools and Elementary Schools with the following goals:

  • Creating and maintaining safe, secure and orderly learning environments for students, teachers and staff.

  • Establish a trusting channel of communication with the students, parents, and teachers .

  • Serve as a positive role model to instill in student's good moral standards, good judgment and discretion, respect for other students, and a sincere concern for the school community.

  • Promote citizen awareness of the law to enable students to become better informed and effective citizens, while empowering students with the knowledge of law enforcement efforts and obligations regarding enforcement as well as consequences for violations of the law.

  • Serve as a confidential source of counseling for students and parents concerning problems they face as well as providing information on community resources available to them.

Atlanta Public Schools partnered with Evolvtechnlogy in January of 2023  to add weapon detection systems in all APS middle and high schools (same systems at arenas like Mercedes-Benz Stadium). This was a $2.6 million install. On top of this, an additional $4 million for safety and security, including $800,000 to fund school resource officers in elementary schools has been enacted.

• 72% of students said they feel confident their teachers really want them to succeed

• 85% of teachers reported feeling comfortable incorporating new material about people from different backgrounds in their curriculum.

• 84% of families noted their students schools provide a warm and welcoming environment

• Only 27% of students indicated that they often share information about their interests or cultural background to inform what is being taught in classes

• Only 40% of teachers and staff reported that professional development opportunities help them explore new ways to promote equity in their practices

Visit the link to learn more about their vision and mission!

• Consistently Underperforming Subgroup: The school has at least one subgroup performing in the lowest 5% of all schools in at least 50% of CCRPI components.

• Atlanta Public Schools saw its all-time highest graduation rate with the class of 2023. With 86.6% of all students graduating, APS surpassed Georgia’s graduation rate, which was 84.4% according to the Georgia Department of Education, for the first time.

• APS graduated 2,812 students across its 16 high schools, an increase of 121 students or 2.6% from the class of 2022

• Within the city, there’s a tie for highest-scoring school between Druid Hills’ Springdale Park and Morningside elementary schools. Both scored an overall 96.7 on the CCRPI.

• The scorecards for middle and high schools encompass metrics such as attendance rates, class participation, and academic performance. They also take into account student engagement in activities such as arts, languages, and advanced placement classes. Additionally, schools are expected to graduate students who are well-prepared to enroll in college, technical school, or pursue training for a career credential.

  • But only six Atlanta schools scored above 90. Those six are clustered in north and northeast Atlanta.

    • Superintendent Meria Carstarphen reported that about 65% of APS students are not up to state standards

Today, we find ourselves amid silent war. One that isn't fought with guns and tanks but has equally destructive consequences. On this battlefield of ideas, the future of our society and the minds of our youth hang in the balance. 

The first phase of this war begins like so many historical totalitarian takeovers... the banning of education. More specifically, education that offers necessary perspective and history that contradicts the rhetoric of those in power. After banning 10 diverse books from classroom shelves in Georgia, and enforcing heavy censorship against lessons featuring the history of marginalized groups, it became apparent that Governor Kemp's agenda of "keeping Georgia’s students, teachers, and school personnel safe" hinged on maintaining an environment that upheld systems of oppression

As students across Georgia struggled with feeling like characters in Fahrenheit 451, we had little time to grapple with reality before we were faced with phase two... the continuous over-policing of students 

According to Fulton County's annual budget, in August 2022, The Atlanta Public School system spent about $2.6 million on security upgrades. "The FCS School Police fleet of specially branded sedans, trucks, and SUVs not only provide greater visibility of our school police, but also increases mobility of our officers, and the ability to patrol all schools. Investments include body armor and a school report management system which will permit easier access to criminal records among metro police departments. ESPLOST has allowed for replacing and adding vehicles to the school police fleet. "

With 42.4% of students in Fulton County identifying as Black, words like patrol and easier access to criminal records on a school budget seem to say more about our interest in incarceration and not education.

In phase 3, students are underrepresented, inaccurately educated, and overpoliced, and teachers are underpaid but equally overpoliced. Now, to completely win the war, both teachers and students must be silenced.

An Atlanta teacher was recently fired for reading a book to her fifth-grade students that explores gender roles and identity through the eyes of a child who describes their shadow as purple. The Cobb County Board of Education voted 4-3 on Thursday to approve the recommendation by the superintendent, Chris Ragsdale, to terminate the contract of the teacher, Katherine Rinderle.

“The district is pleased that this difficult issue has concluded; we are very serious about keeping our classrooms focused on teaching, learning, and opportunities for success for students,” the Cobb County School District said in a statement.

"Teaching, learning, and opportunities for student success" doesn't include education or inclusion for the many students that fall outside of the gender binary. Instead, it reinforces the idea that there's something "unfocused" and worth censoring about simply existing authentically.

The war on education is not a battle that we can afford to lose. It is a battle that affects the future of our society, our children, and our world. As we stand here today, we must recognize the importance of investing in education, nurturing the minds of our youth, exercising our political power, and ensuring that knowledge and learning remain accessible to all.

Just like any war, this fight is long and challenging, but we are not alone. Together, we can overcome the obstacles that stand in the way of quality education for all. We must rally our communities, advocate for policy changes, and support initiatives that prioritize education as a fundamental human right.

Remember that the future is shaped by the young minds we educate today. Let us not leave them ill-prepared or afraid of the challenges and opportunities that await them. Let us commit to being champions of education, warriors for knowledge, and defenders of the right to learn. 

As a young organizer, I know that the master's tools may never destroy the master's house. Still, I believe that organizers from all backgrounds have every tool we need to deconstruct every brick and column that keeps the house and the systems it represents upright. Our power lies not only in dismantling oppressive structures but also in rebuilding the future that we all deserve.

Understanding Readiness:

• College and career readiness extend beyond traditional academic proficiency. It encompasses a spectrum of skills, including critical thinking, communication, digital literacy, adaptability, and interpersonal competence.

• These skills are indispensable for success in higher education and the workplace, where complex problem-solving and collaboration are increasingly valued.