Letter to the Editor:
There is no doubt, schools have evolved into including an array of developmental and support services for students. There's also no doubt, it’s hard for any organization to do a lot of different things, and to do them all well.
In response, some suggest schools have overreached. Note: others point out we have asked schools, as the appropriate institution, to take on these responsibilities. Regardless, the result has been this array; and the demand from some is to refocus education on academic achievement and unbundle the 'extras'.
Some go on to state schools should not, in any way, overlap with or contradict the role of parents and their manner of raising their children. Plus schools should not involve religion; politics; equal treatment instruction; social and emotional interventions; civic engagement; and self regulation/tenacity/perseverance guidance, etc.
Their conclusion, all public schools should do is address academic achievement and teach subject matter. (We won't discuss what subject matter they teach; or school sports and their role in academics and community cohesiveness. These are for another time and place.) To accomplish this, elements of schools would need to be 'returned' or delegated. A whole system would need to be developed, coordinated and managed.
We would have to require someone, parents, extended family members, community members, nonprofits, other institutions and/or the community at large, assure that (not in any particular order):
* every student comes to school fed, clothed appropriately, in good health, with adequate sleep, confident in their ability to succeed, believing education is important and worth the effort, and has a life outside of school which provides the proper foundation for each student to be able to learn. If any of these was not true, someone would have to take responsibility for correcting the issue. If the assignee didn't correct the issue then the community would have to make them or address the problem in another way.
* every student would have to understand and practice proper group behavior/behave appropriately in the classroom. Also each student would have to know how to and actually respect the teacher and their classmates. If any of these was not true, someone would have to take responsibility for correcting the issue. If the assignee didn't correct the issue then the community would have to make them or address the problem in another way.
* every student would have to be supported in their education outside of school time, e.g. read to, helped with their homework; supported in preparing for tests; have their television, video game playing and internet use monitored to assure school work is completed well. If any of these was not true, someone would have to take responsibility for correcting the issue. If the assignee didn't correct the issue then the community would have to make them or address the problem in another way.
* someone would need to clarify, manage and resolve misunderstandings between teachers/classmates and each student; reinforce the role of the teacher and necessary respect and behavior; reinforce the importance of education and doing well in school; be willing to have a student held back or receive remedial services if needed; work with special needs academic sources to find and provide other services needed to achieve maximum results; and make sure every student understands and practices necessary societal behavior. If any of these was not true, ....
* every parent would have to meet their student's teacher as soon as the school year starts; let the teacher know they are there to help their student learn and ask what they need to do to support their student academically and follow through; make it clear how the teacher should contact them if any problem develops with their child and follow through on resolving problems. As well, every parent would need to know what other opportunities are available to help their students in case their student is in need of behavioral, social, developmental, academic, etc. support in order to facilitate/support their students in receiving services to maximize academic achievement. If any of these was not true, ....
* every community would have to provide the necessary support for parents in their role as provider, counselor, educational support person, tutor, disciplinarian, etc. The community or its designee and service provider would have to be developed to fill the needs listed above. And the community would have to coordinate, monitor and assure all student designees/parents/mentors/service providers achieve their designated responsibilities. If any of these was not true, ....
* designess, service providers, out of school resources (as well as local, state and federal elements) would have to be coordinated, managed, and evaluated by the community.
And so on.
Are we, as a community, prepared to figure out how to make all of this happen?
What benefits and problems are involved in developing this manner of addressing young people's and our community's needs?
How will we make sure no child is left behind or falls through the cracks?
Who would take the lead in developing this new multifaceted decentralized social infrastructure?
Are we as a community, prepared to facilitate/support the transition and resulting infrastructure?
Karen Burnett-Kurie
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