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Where Else Would They Go?Marc Cohen, principal of Martin Luther King Middle School in Montgomery County, Maryland, and one of the recipients of ASCD's 2009 Outstanding Young Educator Award, sent us the following commentary this week questioning how we balance educating the whole child with crisis response. In November 2000, I was serving as assistant principal of a local suburban high school when the unthinkable happened. The body of a student was found behind a Pizza Hut; he had been murdered by a recent graduate. The principal activated the crisis response team and we met with local law enforcement that Sunday afternoon. Soon after the meeting ended, we noticed a rather large youth presence in the parking lot. Word had traveled fast and students descended on the school looking for information and a shoulder to cry on. Where else would they go? One year later, during the days following the September 11th tragedy, rumors started circulating around the D.C./Baltimore area that schools would likely be the next target. Fear and paranoia were widespread and we were certain school attendance was going to drop to unprecedented levels. It didn't. In fact, there was little decline in student attendance. Students came to school more regularly and punctually than before the attacks. They stayed after school for activities and assistance, and behavioral problems seemed to decline. Students wanted to be in school where they felt safe. Where else would they go? In October 2002, sniper John Allen Muhammad and his young protégé kept the D.C. metro area paralyzed with fear for over three weeks. Again, students in the area came to our school looking for comfort and stability. Where else would they go? Over the last couple of weeks, the world has been on standby as we watched and waited for news of the H1N1 virus, commonly referred to as the swine flu. In response to suspected or confirmed cases, many schools shut their doors in an effort to prevent a pandemic. This week's guidance from the Centers for Disease Control (CDC) changed the initial guidelines to close schools, but in the early response, did we inadvertently and unintentionally deny students a safe haven when they may have needed us the most? As much as students may not admit it, they depend upon, welcome, and expect the comfort and stability of their schools. » As we move forward, let's ask ourselves how we can use our experience with this crisis, both our successes and failures, in planning for next year. What lessons did we learn about keeping students healthy and ensuring they feel safe and supported? Join the conversation with Marc Cohen on the Whole Child Blog to discuss how schools and communities can be better prepared for the next crisis. |
Whole Child Podcast–Supporting Student Voice for Meaningful ChangeTune in to the Whole Child Podcast today, Thursday, May 7, to hear how we can engage students in their school and community, support their voice and use it for meaningful change, and ensure their voices are not only heard but are also responded to. Planning the Possible: How Schools Can Use Stimulus Dollars for Lasting ImpactThe federal government's recent investment in our education system provides states and districts with tremendous opportunities, as well as challenges. Navigating the federal legislation, researching grant deadlines, and making critical decisions about school improvements can be complicated and time consuming. Download 'Planning the Possible' to better understand how to access and use the education dollars in the stimulus package, and to learn about additional resources that will aid your school and community improvement efforts.
» Expect More. Get More. |
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—May Whole Child Podcast guest Adam Fletcher, author of and advocate for Meaningful Student Involvement |
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