Fort Health的动态

The harsh discipline meted out to boys of color reflects the implicit biases many educators and administrators bring into the classroom. These biases, whether conscious or unconscious, result in the perception of Black and Brown boys as inherently "dangerous," "aggressive," or "disruptive," even when their behaviors mirror those of their white peers. The assumption of threat, particularly toward Black boys, stems from a long history of racialized fears. This stigmatization is compounded by the legacy of systemic racism in both education and policing, further entrenching the association of boys of color with criminality. According to the Schott Foundation, Black and Brown boys often arrive in schools already contending with attachment trauma, and the school environment itself frequently exacerbates this trauma. For children who have experienced instability at home, schools can become spaces of safety and predictability. However, for boys of color, schools can often mirror the instability and rejection they have experienced elsewhere, particularly when they are disproportionately disciplined. Rather than fostering a sense of belonging and security, the school environment may become another source of trauma, where they are continually met with punitive responses rather than support. When Black and Brown boys act out—whether through defiance, withdrawal, or aggression—these behaviors are often misunderstood as deliberate disruptions rather than responses to underlying trauma. Schools, driven by a culture of zero tolerance, respond with exclusion rather than inquiry, punishment rather than empathy. The result is a deepening of the cycle of trauma: boys who feel rejected, misunderstood, or criminalized by the very institutions designed to nurture them withdraw further, act out more intensely, and are pushed further from academic success and personal growth. The emotional roll of punitive discipline is the responsibility of us all to assuage and heal. The impact of this harsh discipline extends far beyond academic failure. #schooltoprisonpipeline

In my essay, "When 'Rigor' Targets Disabled Students," for The Chronicle of Higher Education, I write: "Disabled students make up 19 percent of U.S. undergraduates, yet some of our conventional teaching practices make their educational lives needlessly difficult. It’s time to set those practices aside." I write about how punitive attendance policies, harsh grading schemes, and inflexible deadlines make students’ and professors' lives needlessly difficult—and harm disabled students. **Check out the essay at bit.ly/pryal-chronicle.** * To learn more about neurodiversity and higher education, check out my book: "A Light in the Tower: A New Reckoning with Mental Health and Disability in Higher Education" from the University Press of Kansas at alightinthetower.com. ...or book me to speak at pryalspeaks.com. #neurodiversity #highered #highereducation #neurodivergent #adhdinhighered #autisticincollege #anxiety #academicableism

?? WARNING ?? If you don't already understand how IMPORTANT #dads are to their child’s academic success, these facts may shock you. ?? ?? ?? ? "...a dad’s involvement improves their child’s grades in school regardless of the child’s age, gender, ethnicity or the family’s household income." Neuroscience News ? "Children who feel a closeness to their father are 2x as likely as those who don’t to enter college or find stable employment after high school, 75% less likely to have a teen birth, 80% less likely to spend time in jail, and half as likely to experience multiple depression symptoms." National Children's Bureau ? “...even small changes in what fathers do, and in how schools and early years settings engage with parents, can have a lasting impact on children’s learning. It’s absolutely crucial that fathers aren’t treated as an afterthought.” Leeds University Business School #ThanksDad #HappyFathersDay

?? Are you feeling the impact of limited SEND support in your school? ?? Dr. Gavin Morgan (Chair of the Division of Educational and Child Psychology at the British Psychological Society) shares the very real challenges educational psychologists are facing within the SEND system - and the ripple effects for students, families, teachers and leaders. Here are three key takeaways: 1?? Early Intervention is Slipping Away: With stretched resources, early support for SEND students is harder to deliver, leaving schools to deal with challenges that could possibly have been prevented. 2?? A Shrinking Workforce: Funding cuts are leading educational psychologists to move into private practice, creating a “postcode lottery” in SEND support where access depends on your location. 3?? Proactive Funding Could Save Millions: Investing in early, accessible SEND support not only benefits students but reduces the costs of managing complex, entrenched needs later on. Want to know more? Dr. Morgan sheds light on what needs to change to improve the current educational psychology service in order that schools and pupils can be supported effectively. Check out our conversation: ??? Watch the video: https://lnkd.in/ez9QywQZ ?? Listen: https://lnkd.in/e5jVxmjw Let’s work towards a fairer, more effective SEND system. #SENDsupport #EducationalPsychology #BritishPsychologicalSociety #SchoolBehaviourSecrets #SpecialNeedsEducation #EarlyIntervention #InclusiveEducation #SchoolImprovement #BeaconSchoolSupport

To cultivate an inclusive and holistic educational environment for all students: Part II 2. Racial Weathering and Trauma-Informed Public Health Integration The connection between education and public health is not incidental; it is fundamental. The ideal community school would collaborate closely with the public health sector to address the impacts of trauma, particularly racial trauma. The concept of "racial weathering," coined by public health scholar Arline Geronimus, captures the cumulative health effects of chronic exposure to racism and discrimination. Geronimus and others have shown that communities of color, especially Black communities, experience premature aging and higher rates of chronic illness due to persistent racial stress. This understanding of racial weathering would be central to the school's approach. Rather than treating mental health or physical well-being as afterthoughts, the school would integrate health professionals directly into its day-to-day operations. Social workers, therapists, and community health workers would have offices in the school, offering not just crisis intervention but proactive care that attends to the emotional, psychological, and physical needs of students. For students with multiple ACEs, this trauma-informed approach would be essential for their success. #TraumaInformed #HealingOrganizedSchools #APedagogyOfLove

Alberti Center Director, and SUNY Distinguished Professor, Dr. Amanda Nickerson, was featured in an article for the University at Buffalo Graduate School of Education's Learn Magazine, Fall 2024 Issue. "Nickerson became interested in anti-bullying research while at the University of South Carolina, where she obtained her doctorate. 'Bullying is so common,' she said. 'So many people are affected by it, and the effects are long-lasting. I wanted to better understand why and how it happens, and probably more importantly, how we can prevent it and intervene when it happens.'" #bullyingprevention #EducatingForChange #researchforgood #dogoodscience #socialimpact #schoolviolenceprevention https://lnkd.in/d7r-qeQe

?? It’s much better to intervene earlier than to wait until a child actually fails because remediation is demonstrably less effective later. One study even found that outcomes were almost twice as good if they were delivered in 1st and 2nd grade than in 3rd grade! Hear more from NCIL expert, Jack Fletcher Ph.D., Professor of Psychology at the University of Houston: https://lnkd.in/e7_nWfAk ? Check back tomorrow for another fact! #DyslexiaAwarenessMonth ? Every day in October, we’re posting a new fact about dyslexia that we hope you’ll share with your own family, friends, and network. With your help, we can transform how society understands and supports individuals with dyslexia. Learn more about dyslexia and get evidence-based approaches to dyslexia here: https://lnkd.in/e_T5uZWz

This weekend, I had the opportunity to speak at the mental health March in my town, an event sponsored by the COMMUNITY COALITION AGAINST SUBSTANCE ABUSE INC (CASA) and Project HELP Long Island. Despite the efforts to spread awareness—through social media posts and morning announcements at local schools—the turnout was disheartening, with only two students and maybe two dozen individuals in attendance. What struck me most was the contrast between the town's emphasis on academic achievement, exemplified by its promotion of Advanced Placement courses, and its reluctance to address the detrimental effects these academic pressures may have on students' mental well-being. Many of our athletes go on to compete at the Division 1 level, and our students often gain admission to prestigious universities. Yet, like countless communities across the country, we have tragically been touched by suicide. Despite these painful realities, there's a noticeable silence surrounding mental health in our schools. Requests from organizations like CASA to bring in speakers during school hours have been denied, with the reasoning that such assemblies would detract from academic pursuits. The administration seems to view suicides among former students as isolated incidents, unrelated to the district. It's disheartening to witness this denial of the interconnectedness between academic pressure, mental health, and the tragedies our community has faced. With a rise in accidental overdoses and suicides in recent years, it's clear that the mental well-being of our young adults may have roots in the pressures they face during high school, pressures that are often ignored or dismissed. This refusal to acknowledge the issue is reminiscent of the attitude of those who proclaim, "Not my kid! Not our school!" It's a dangerous mindset that perpetuates silence and prevents meaningful action to support those who are struggling. #Mentalhealth #mentalhealthawareness #suicideprevention #suicide #5in5 #helpothers #mentalhealthmatters

Such an important article!

Help me choose the title! Read more about the book on my blog. The book explores the systemic divide between schools and families, addressing legislative overreach, socio-economic inequality, teacher attrition, and rising aggression in schools. It examines the impact of the COVID-19 pandemic on student mental health and offers evidence-based solutions and policy reforms to foster resilience, collaboration, and safer educational environments. https://lnkd.in/gTfk3xPh