Mental health is an important aspect of overall well-being, and it is crucial that individuals receive the necessary care and support to manage their mental health conditions.
However, when it comes to children, the issue becomes even more complex, as they are often unable to fully comprehend their emotions and may require additional support and guidance.
Recent reports from Salisbury, Maryland, have highlighted a concerning trend in which police officers are regularly called to schools to remove students for psychiatric evaluations.
This process, known as petitions for emergency evaluation, is intended to be used only in cases where an individual is deemed to be a danger to themselves or others due to severe mental illness.
However, in Wicomico County, this process has been used at least 750 times over the past eight years, and some of the students involved are as young as 5 years old.
The implications of this trend are significant and raise many questions about the effectiveness of current mental health support systems for children.
While it is important to ensure that students receive the necessary care and support for their mental health conditions, the use of police officers to remove them from school and take them to the hospital is a traumatic experience that can have long-lasting effects on their mental health and well-being.
Furthermore, the use of petitions for emergency evaluation raises concerns about the potential for misdiagnosis and overdiagnosis of mental health conditions in children.
It is possible that some students may be removed from school unnecessarily, leading to a loss of valuable education and socialization opportunities, as well as potential stigmatization and discrimination.
It is important to recognize that mental health conditions are complex and multifaceted, and there is no one-size-fits-all solution.
Instead, we need to focus on developing comprehensive and effective mental health support systems that prioritize early intervention and prevention.
This includes providing students with access to mental health professionals, such as counselors and therapists, who can work with them to manage their emotions and develop coping strategies.
Additionally, schools should prioritize creating a safe and supportive environment that promotes positive mental health and well-being.
This can include implementing mental health education programs, providing resources for students and families, and fostering a culture of acceptance and understanding.
In conclusion, the use of petitions for emergency evaluation to remove students from school for psychiatric evaluations is a concerning trend that highlights the need for more comprehensive and effective mental health support systems for children.
It is crucial that we prioritize early intervention and prevention, and provide students with access to mental health professionals and supportive environments that promote positive mental health and well-being.
By doing so, we can ensure that all students have the necessary tools and resources to manage their mental health conditions and thrive in school and beyond.
The data available indicates that black students are disproportionately affected by removals from school compared to their peers.
This issue is further compounded by the fact that students with disabilities also face higher rates of removal.
According to Dan Stewart, managing attorney at the National Disability Rights Network, schools seem to prioritize keeping students out rather than finding ways to keep them in the educational system.
This is a significant challenge that needs to be addressed. A settlement in 2017 between schools in Wicomico County and the U.S. Department of Justice aimed to prevent the misuse of emergency petitions.
While there was a decrease in suspensions and expulsions following the settlement, there was an increase in mandated trips to the emergency room.
This suggests that there is still work to be done to ensure that all students, regardless of race or disability, are given the opportunity to receive a quality education without facing unnecessary removals.
The alarming trend of children being handcuffed and subsequently sent to the emergency room from Wicomico schools has raised significant concerns.
Data obtained from public records requests to the Wicomico County Sheriff’s Office revealed that at least 117 such incidents occurred last year, translating to approximately one occurrence for every 100 students.
What is particularly distressing is the fact that over 40% of these cases involved children aged 12 or younger, with more than half of the affected children being Black, despite Black students constituting slightly over a third of the Wicomico public school population.
Interviews with numerous stakeholders, including students, parents, educators, lawyers, and advocates for students with disabilities, have shed light on the underlying factors contributing to this distressing phenomenon.
Many have pointed to a lack of resources and trained staff, coupled with a punitive culture in certain schools, as the root causes of the inappropriate utilization of emergency petitions.
This situation underscores the urgent need for comprehensive reforms and heightened support to ensure the safety and well-being of all students within the Wicomico County school system.
The case of the Wicomico mom and her son’s forced psychiatric hospitalization is deeply troubling and raises serious concerns about the treatment of students with mental health issues in our schools.
It is unacceptable that a parent should fear retaliation from the school for speaking out about such a traumatic experience.
The use of handcuffs and police involvement in the transportation of a student to a psychiatric hospital is alarming and calls into question the school’s handling of the situation.
It is imperative that schools have proper protocols in place for dealing with students experiencing mental health crises, and that these protocols prioritize the well-being and dignity of the students involved.
The fact that this mother felt the need to remain anonymous in sharing her story speaks to a larger issue of fear and lack of trust in the systems designed to support and protect our children.
This case should prompt a thorough investigation into the events that led to the forced hospitalization of this student and a reevaluation of the school’s policies and procedures for dealing with mental health crises.
It is crucial that all students feel safe and supported in their educational environment, and incidents like this one must be thoroughly addressed to ensure the well-being of all students.
The utilization of psychiatric assessments and involuntary commitment statutes within various school districts across the United States has recently come under scrutiny, shedding light on the complex intersection of mental health and education.
A disconcerting revelation emerged from a Kentucky school district, where it was discovered that over 1,000 psychiatric assessments were administered to children within a single year, raising questions about the appropriateness and frequency of such evaluations.
Similarly, in Florida, a substantial number of school-aged children have been subjected to the Baker Act, a state law governing involuntary psychiatric examinations.
These occurrences have prompted a closer examination of the practices and protocols employed within educational institutions.
Notably, the Stockton Unified School District in California has reached a settlement with the Education Department’s Office of Civil Rights, agreeing to implement stringent protocols that necessitate alternative interventions before students with disabilities are referred for psychiatric evaluation.
Furthermore, in Maryland, the Wicomico school district has drawn attention for its comparatively high frequency of emergency petitions, surpassing most other districts within the state in terms of per capita usage.
These instances underscore the need for comprehensive and thoughtful approaches to mental health support within educational settings, emphasizing the importance of balancing the well-being of students with the appropriate use of mental health interventions.
A spokesperson from the Wicomico County Public Schools emphasized the critical nature of emergency petitions, stating that they are only utilized in the most extreme, emergency situations where the life and safety of the student or others are at risk.
Tracy Sahler, in an email, clarified that emergency petitions are not employed for disciplinary purposes and often do not stem from a student’s behaviors. The majority of emergency petitions are linked to instances where a student exhibits suicidal ideation or plans self-harm.
Despite this, school officials declined to address the reasons behind the notably higher rate of emergency petitions in Wicomico compared to other Maryland counties.
The Sheriff’s Department also refused to disclose records that would elucidate the causes for the removals.
Legally, certain classroom removals must be documented, such as suspensions, expulsions, and arrests, which are frequently documented indicators of racial disparities in discipline.
However, outside of Florida and New York City, most regions do not routinely collect information on removals from school for psychiatric assessments.
This lack of data accountability raises concerns, as it may disproportionately affect Black children and those with disabilities, denying them an equal educational opportunity.
Families who have encountered emergency petitions have expressed that educators capable of communicating with their child are often overburdened, and measures that could de-escalate a situation are not consistently implemented.
The absence of such interventions can lead to unnecessary escalation and, in some cases, unwarranted removals. These removals, occurring outside the standard discipline process, are not recorded as suspensions, which has particular consequences for students with disabilities.
Students with disabilities are not supposed to be removed from class for more than 10 days without an evaluation of whether they are receiving the necessary support.
However, in many areas, including Maryland’s Eastern Shore, resources for students with disabilities are limited due to financial constraints and geographical challenges.
This scarcity can restrict the spectrum of alternatives available to students, such as private, out-of-district placements and specialized classrooms tailored to specific needs.
When children require services not available within the local district, the district must facilitate their education outside the school system and cover the associated costs.
This situation often places families and schools in a difficult position, as the need for additional services may not align with the district’s resources or policies.
The impact of these challenges is evident in the increased number of emergency room trips following a 2017 settlement with the Justice Department, which mandated the Wicomico district to address significant racial and disability-related disparities.
The issue of how Black children are treated in schools is a complex and multifaceted one. As one individual noted, Black children who are truly in need of support are often viewed as threats, and this can lead to a lack of assistance and understanding when they are struggling.
Studies have shown that having teachers of the same race can help to mitigate some of these issues, but unfortunately, this is not the case in Wicomico County, where there is a significant gap between the number of students of color and teachers of color.
While school officials may claim that they do not discriminate against any students, the experiences of some Black teenagers suggest otherwise.
One young person described a long process of feeling alienated from school, culminating in an incident where he was bullied and then punished for defending himself.
The way that he was treated by the police and school officials only served to deepen his mistrust of adults in the building. It is clear that there is much work to be done to create a more equitable and supportive environment for Black children in schools.