>>>
>>> TONIGHT, CLASSROOMS IN CRISIS.
CRISIS.
CRISIS. TEACHER AS CROSS OREGON ARE
SHARING STORIES OF DISRUPTION,
EVEN VIOLENT BEHAVIOR BY
STUDENTS INTO SCHOOLS ACROSS
THE STATE.
THE STATE. >> HE CLASSROOMS ARE AT CRISIS
LEVELS.
LEVELS.
LEVELS. THAT IS NOT AN OVERSTATEMENT.
>> IT IS ACROSS THE U.S.
>> THE UNION THAT REPRESENTS
44,000 TEACHERS AROUND THE
STATE IS ALSO SPEAKING UP.
THEY ISSUED A REPORT THIS WEEK
CALLED A CRISIS OF DISRUPTIVE
LEARNING.
LEARNING.
LEARNING. TONIGHT, YOU'LL HEAR FROM THE
UNION.
UNION.
UNION. AND KGW INVESTIGATIVE REPORTER
KRISTIN SEVERANCE.
KRISTIN SEVERANCE. FROM KGW NEWS, THIS IS STRAIGHT
TALK WITH LAURAL PORTER.
>>> HELLO.
>>> HELLO. WELCOME TO STRAIGHT TALK.
I'M LAURAL PORTER.
TONIGHT, WE TAKE A CLOSER LOOK
AT OUR CLASSROOMS IN CRISIS.
STUDENTS ARE IN SCHOOL TO LEARN
AND TEACHERS ARE THERE TO TEACH
THEM.
THEM.
THEM. BUT
THEM. BUT WHAT'S HAPPENING IN OUR
CLASSROOMS ON A DAILY BASIS IS
CREATING AN OBSTACLE TO
EDUCATION, EVEN MAKING THE
CLASSROOMS FEEL UNSAFE FOR
STUDENTS AND EDUCATORS.
TEACHERS HAVE TOLD US ABOUT
DISRUPTIVE BEHAVIOR AND VIOLENT
INCIDENTS.
INCIDENTS. HERE IS PART OF WHAT THEY'RE
SAYING.
SAYING.
SAYING. >> LITERALLY SCREAMING LIKE
THEY ARE CREAMING FOR HELP
LITERALLY.
LITERALLY. SO SOMETIMES THAT COMES OUT IN
SUICIDE THREATS OR DEATH
THREATS.
THREATS.
THREATS. >> THEY ARE THROWING FURNITURE.
THEY ARE RUNNING THROUGH THE
BUILDING, GOING TO THE OFFICE,
THROWING CHAIRS AT WINDOWS.
IT IS REALLY INTENSE.
>> WE'VE SEEN STUDENTS HURTING
OTHER STUDENTS OR THROWING
OTHER BELONGINGS.
OTHER BELONGINGS. >> STUDENTS THROWING TABLES
OVER, THROWING CHAIRS AT
ADULTS, AT OTHER STUDENTS, WOOD
BLOCKS.
BLOCKS.
BLOCKS. YOU'VE BEEN CALLED EVERY NAME
IN THE BOOK.
>> OUR KGW INVESTIGATIVE
REPORTER KRISTIN SEVERANCE, HAS
BEEN DIGGING INTO THE PROBLEM.
AT THE SAME TIME, THE OREGON
EDUCATION ASSOCIATION RELEASED
ITS OWN REPORT.
IT SAYS THE CRISIS IS AFFECTING
ALL CLASSROOMS AND STUDENTS
ACROSS ALL GRADE LEVELS AND
NOTHING SHORT OF THE FUTURE IS
AT STAKE.
AT STAKE.
AT STAKE. JOINING ME NOW TO HELP US
UNDERSTAND WHAT IS GOING ON AND
WHAT WE CAN DO ABOUT IT,
WELCOME IT MY GUEST, KRISTIN
SEVERANCE, ALSO JOINING US,
LIPPED SAY RAY, A MATH TEACHER
AT WEST VIEW HIGH SCHOOL IN
BEAVERTON.
BEAVERTON. RAY IS ALL A REGIONAL VICE
PRESIDENT WITH THE OREGON
EDUCATION ASSOCIATION.
EDUCATION ASSOCIATION. WELCOME TO STRAIGHT TALK.
IT IS NICE TO HAVE YOU BOTH
HERE.
HERE.
HERE. >>
HERE. >> THANK YOU SO MUCH FOR HAVING
US AND FOR DEDICATING THE SHOW
TO THIS.
TO THIS.
TO THIS. >> THIS IS GOING TO BE REALLY
INTERESTING TO A LOT OF OUR
VIEWERS.
VIEWERS.
VIEWERS. IN A NUTSHELL, WHAT ARE WE
SEEING HAPPENING IN OUR
CLASSROOMS.
CLASSROOMS. HOW BAD IS IT IN HOW URGENT IS
THIS?
THIS?
THIS? >>
THIS? >> IT IS A CRISIS.
WE'VE GOTTEN TO A POINT WHERE
WE'RE HEARING THINK INDICATORS
ACROSS STATE, NOT JUST IN THE
PORTLAND METRO AREA, ACROSS THE
STATE TALK ABOUT STUDENTS WHO
ARE CRYING OUT FOR HELP, WHO
ARE BEING CAUGHT IN THESE
SITUATIONS WHERE THEY'RE COMING
FROM CHILDHOOD TRAUMA.
THEY ARE COMING FROM ECONOMIC
AND HOME INSTABILITY AND THEY
ARE COMING TO SCHOOL AND UNABLE
TO REGULATE THEIR EMOTIONS.
WE ARE HAVING OUTBURSTS OF ALL
SORTS THAT ARE MANIFESTING IN
PHYSICAL ABUSE TOWARD
THEMSELVES, ANOTHER STUDENTS,
TOWARD THE TEACHERS.
VERBAL OUTBURST.
VERBAL OUTBURST. OUTBURSTS OF PROPERTY DAMAGE,
ALL SORTS OF THINGS GOING ON.
IT IS UP TO US TO SERVE OUR
STUDENTS, TO FIGURE OUT WHAT IS
GOING ON.
GOING ON.
GOING ON. >> CHRIS TIP, WHAT SPARKED YOUR
INVESTIGATION?
INVESTIGATION? >> WE STARTED LOOKING INTO THIS
IN NOVEMBER SO YOU AND OUR
ASSISTANT NEWS DIRECTOR JOHN
TIERNEY WERE TOURING SCHOOLS
WITH CANDIDATES FOR GOVERNOR.
YOU ASKED TEACHERS WHAT IS THE
NUMBER ONE THING TEACHERS ARE
FACING YOU EXPECTED TO HEAR
THING LIKE CLASS SIZE AND PAY
WHICH YOU DID HEAR THOSE
ISSUES.
ISSUES.
ISSUES. BUT THE NUMBER ONE THING YOU
KEPT HEARING ABOUT WERE THESE
DISRUPTIVE INCIDENTS.
DISRUPTIVE INCIDENTS. AND SO YOU WERE SURPRISED.
JOHN WAS SURPRISED.
AND THEN WE STARTED LOOKING
INTO IT, TALKING TO TEACHERS,
TALKING TO UNION OFFICIALS.
AND WE KNEW THIS IS SOMETHING
WE HAD TO REALLY DIG DEEPER ON.
>> WHEN YOU STARTED YOUR
INVESTIGATION, YOU WERE A
LITTLE BIT WORRIED THAT MAYBE
YOU WOULDN'T GET ENOUGH TEACH
ARES TO COME FORWARD TO TELL
THEIR STORIES.
THEIR STORIES. YOU NEED NOT HAVE WORRIED.
>> I WAS SO CONCERNED THAT WE
WEREN'T GOING TO GET TEACHERS
TO TALK ABOUT THIS.
NUMBER ONE BEING A LOT OF
TEACHERS FEEL LIKE THEY DON'T
WANT TO COMPLAIN.
THEY WANT TO TRY TO FIX THE
ISSUE ON THEIR OWN.
NUMBER TWO, SOMETIMES DISTRICTS
WILL NOT LET TEACHERS TALK.
SO SOMETIMES YOU HAVE THAT BARE
YES.
YES.
YES. THAT
YES. THAT WAS NOT THE CASE.
DISTRICTS WERE VERY OPEN.
THE UNION, VERY OPEN.
AND TEACHERS AT THE END, I
THOUGHT I WOULD GET MAYBE TWO
TEACH ARES TO TALK, MORE
TEACHERS SHOWED UP THAT DAY
THAN I COULD EVEN INTERVIEW.
THERE WEREN'T ENOUGH MICS,
THERE WEREN'T ENOUGH CHAIRS TO
INTERVIEW ALL OF THE TEACHERS.
THEY SAID THIS IS SO IMPORTANT,
THE COMMUNITY NEEDS TO KNOW
ABOUT IT.
ABOUT IT.
ABOUT IT. >> ONCE YOUR REPORT RAN, YOU
GOT AN OVERWHELMING RESPONSE.
>> I HAVE NEVER EXPERIENCED
ANYTHING LIKE THIS RESPONSE IN
MY 15 YEAR CAREER.
I'VE WORKED ALL OVER THE
COUNTRY IN BIGGER CITIES, IN
SMALLER CITIES.
SMALLER CITIES. I HAD NEVER EXPERIENCED
SOMETHING HIKE.
SOMETHING HIKE. THIS HUNDREDS, UP TO 300 EMAILS
JUST ON THIS STORY FROM
TEACHERS, FROM PARENTS, FROM
COUNSELORS SAYING YOU NAILED
IT.
IT.
IT. THIS
IT. THIS IS HAPPENING AND WE NEED
TO FIX IT.
>> YOU MENTIONED HEARING ABOUT
PHYSICAL ABUSE AND KRISTIN, YOU
HEARD ABOUT THAT.
TEACH ARE TOLD YOU ABOUT SOME
OF THE THINGS THEY'VE
EXPERIENCED.
EXPERIENCED. LET'S LISTEN TO WHAT THEY SAID.
>> I'VE BEEN PUNCHED AND KICKED
AND I'VE HAD COLLEAGUES BITTEN,
SLAPPED, SCRATCHED WITH
FINGERNAIL -- I'VE HAD
FINGERNAIL MARKS DOWN MY ARM.
>> YOU ARE SAYING THIS HAPPENS
A LOT?
A LOT?
A LOT? >>
A LOT? >> OH, YEAH, EVERY DAY.
>> EVERY DAY?
>> ABSOLUTELY.
>> ABSOLUTELY. >> AND WE ARE TALKING HERE
ABOUT ELEMENTARY SCHOOL
TEACHERS BUT WHAT ARE WE SEEING
AT THE HIGH SCHOOL LEVEL?
JOINING THERE IS -- IT IS STILL
A PROBLEM.
A PROBLEM. I THINK IT MANIFESTS
DIFFERENTLY AT I HIGH SCHOOL
LEVEL.
LEVEL.
LEVEL. I
LEVEL. I DON'T HAVE KIDS PUNCHING AND
BITING ME IN MY CLASSROOMS.
BUT THE COUNSELORS AT MY
SCHOOL, FOR EXAMPLE, ARE JUST
UP TO THEIR EARS IN SUICIDE
SCREENS BECAUSE KIDS ARE
SHOWING UP AND EXPRESSING
THOUGHTS OF SELF-HARM.
SO COUNSELORS ARE HAVING TO DO
THAT.
THAT.
THAT. WE
THAT. WE HAVE INSTANCES OF BOTH
PEOPLE WHO ARE BULLYING AND ARE
BEING BULLIED.
BEING BULLIED. WE HAVE STUDENTS WHO ARE JUST
DISENGAGING TOTALLY WITH THE
LEARNING ENVIRONMENT.
LEARNING ENVIRONMENT. MOSTLY AGAIN BECAUSE THEY HAVE
SO MUCH GOING ON OUTSIDE OF THE
CLASSROOM.
CLASSROOM. AND I AS A CLASSROOM TEACHER AM
NOT EQUIPPED.
NOT EQUIPPED. I AM IN THE A COUNSELOR, I'M IN
THE A SOCIAL WORKER.
I DON'T HAVE THE SKILLS TO DEAL
WITH ALL OF THE EMOTIONS THEY
ARE BRINGING AND TRYING TO GET
OUT.
OUT.
OUT. I
OUT. I DEFINITELY SEE THAT
HAPPENING.
HAPPENING. AT THE MOMENT, I WOULD SAY THAT
WE JUST DON'T HAVE THE
RESOURCES TO HELP LIFT THOSE
STUDENTS UP AND I THINK THAT,
AS TIME GOES ON, WE'RE JUST
PUTTING BAND-AIDS ON THIS
PROBLEM, RIGHT?
PROBLEM, RIGHT? WE ARE NOT PROVIDING THE
RESOURCES YOU HEAR ABOUT THE
ROOM CLEARING?
ROOM CLEARING? >> I HAD NEVER HEARD ABOUT THIS
UNTIL WE STARTED DOING THIS
STORY.
STORY.
STORY. ALL OF THE TEACHERS WE
INTERVIEWED FOR THIS STORY HAD
TO DO A ROOM CLEAR OR THEIR
SCHOOL HAD TO DO A ROOM CLEAR
FAIRLY OFTEN.
FAIRLY OFTEN. BECAUSE OF A WAY A CERTAIN
OREGON LAW HAS BEEN INTERPRETED
BY PRETTY MUCH EVERY SCHOOL
DISTRICT ACROSS THE STATE,
TEACHERS ARE VERY LIMITED IN
HOW THEY CAN HANDLE THE
DISRUPTIVE INCIDENTS.
DISRUPTIVE INCIDENTS. AND ONE OF THE WAYS THEY HAVE
TO DO IT IS BY THE ROOM CLEARS.
WHEN A STUDENT IS HAVING AN
INCIDENT AND THEY CANNOT CALM
THE STUDENT DOWN AND THE WAY
THE LAW IS INTERPRETED, THEY
CAN'T TOUCH THAT STUDENT, THEY
REMOVE ALL THE OTHER KIDS OUT
OF THE ROOM BECAUSE IT IS NO
LONGER SAFE.
LONGER SAFE. >> THEY DON'T FEEL THEY CAN
TOUCH THE STUDENT.
WE ARE TALKING ABOUT OREGON'S
RESTRAINT AND SECLUSION LAW
HAVING SOME UNINTENDED
CONSEQUENCES.
CONSEQUENCES. >> TO KRISTIN'S POINT, WHEN A
STUDENT -- SO THE LAW STATES
THAT BASICALLY A TEACHER CAN'T
LAY HANDS ON A STUDENT UNLESS
THERE IS REASONABLE THREAT OF
IMMINENT HARM.
IMMINENT HARM. THAT IS BEING INTERPRETED BY
DISTRICTS TO THE POINT WHERE
YOU REALLY CANNOT TOUCH A
STUDENT IN ANY WAY UNLESS
IMMINENT BODILY HARM -- SO IF A
KID IS RUNNING INTO THE STREET,
THEY CAN GRAB THAT STUDENT.
IF THE KID IS ON A DESK OR IF
THE KID IS THREATENING TO HIT
YOU, THAT IS NOT IMMINENT
BODILY HARM.
BODILY HARM. THERE IS NOT MUCH THAT IS GOING
TO COME OF THAT.
SO AS A RESULT -- AND I SHOULD
CLARIFY.
CLARIFY.
CLARIFY. THAT IS ONE OF LAST THINGS WE
WANT TO DO.
I DON'T WANT TO SAY LIKE ALL
CLASSROOM TEACHERS WANTED TO GO
IN AND RESTRAIN THEIR KID.
THAT IS A LAST RESORT.
AT THE SAME TIME, WE ARE DOING
THESE ROOM CHEERS BECAUSE WE
CAN'T CALM A STUDENT DOWN, WE
CAN'T TAKE THE STUDENT OUT OF
THE ROOM.
THE ROOM.
THE ROOM. WHEN THE ENVIRONMENT BECOMES
UNSAFE, THE ENTIRE REST OF THE
CLASS HAS TO BE --
>> HOW DOES THAT AFFECT THE
REST OF STUDENTS?
OH, HOLY COW.
SORRY.
SORRY.
SORRY. NUMBER ONE, THAT HAS TO BE
IMPACTFUL FOR THOSE KIDS TO SEE
THEIR PEER HAVING THIS
OUTBURST, RIGHT IN THAT IS
TRAUMATIC NOT ONLY FOR THE
STUDENT IN THE MIDDLE OF THAT
EMOTIONAL OUTBURST BUT ALSO FOR
ALL OF THE STUDENTS AROUND THAT
STUDENT.
STUDENT.
STUDENT. AND THEN THEY'RE REMOVED FROM
THE CLASSROOM SO WHATEVER
ACTIVITY, WHATEVER LEARNING
ACTIVITY IS GOING ON, THAT GETS
INTERRUPTED.
INTERRUPTED. THAT IS THE WHOLE POINT OF THE
DISRUPTIVE LEARNING.
DISRUPTIVE LEARNING. YOU ARE LOSING INSTRUCTIONAL
HOURS.
HOURS.
HOURS. YOU ARE LOSING A SENSE OF
COMMUNITY.
COMMUNITY. YOU ARE LOSING THAT NURTURING
AND SAFE ATMOSPHERE T LOSES ITS
EFFECTIVENESS AS A WAY FOR
STUDENTS TO GROW AND DEVELOP.
>> AND TEACHERS HAVING TO DO
SOMETHING CALLED HERDING.
WHAT IS THAT ALL ABOUT?
>> THAT IS ALSO AN UNINTENDED
CONSEQUENCE OF THIS LAW INFORM
A STUDENT RUNS AWAY, IF THAT IS
THE WAY THEIR DISRUPTIVE
BEHAVIOR MAN FIRST ITSELF, THEY
ARE RUNNING A WAY, TEACHERS
CANNOT PUT THEIR HANDS ON THAT
CHILD TO BRING THEM BACK TO THE
ROOM.
ROOM.
ROOM. THEY HAVE TO HERD THEM WHERE
THEY KIND OF GUIDE THE STUDENT
BACK TO SAFETY.
IT JUST DOESN'T WORK.
THESE TEACHERS ARE SAYING THE
KIDS SEE IT AS A GAME SO
INSTEAD OF LEARNING, THEY ARE
RUNNING AWAY FROM YOU.
THEY ARE RUNNING WAY.
>> AS PART OF YOUR RESEARCH YOU
DID TALK TO OREGON LAWMAKERS
ABOUT THIS LAW.
YOU TALKED TO STATE
REPRESENTATIVE BRIAN COLLEGE.
HE ASKED WHY ARE THE TEACHERS
CLEARING ROOMS AN HERDING
STUDENTS.
STUDENTS.
STUDENTS. >> AT FIRST, I WAS LIKE WHY ARE
YOU DOING IT.
WELL, YOU PASSED IT.
I DON'T REMEMBER VOTING FOR
THAT.
THAT.
THAT. THE
THAT. THE WAY IT GOT INTERPRETED WAS
YOU CAN'T TOUCH THEM AT ALL.
>> WE PASSED LEGISLATION TO
RESPOND TO A PROBLEM AND IN
RESPONDING TO THAT PROBLEM, WE
INADVERTENTLY CREATE ANOTHER
PROBLEM.
PROBLEM.
PROBLEM. SO LET'S GET THE PENDULUM BACK
TO A GOOD PLACE.
>> IT IS AN ABSURD
INTERPRETATION OF THE LAW
PROBABLY BUT WHATEVER, WE'LL
JUST GO BACK AND FIX IT AND GO
BACK TO WHAT WE HAD BEFORE.
>> WHERE DID THE LEGISLATION
STAND?
STAND?
STAND? >>
STAND? >> THIS WILL ONLY ADDRESS A
SMALL PART OF THE PROBLEM.
AND THAT IS WHAT I KEEP HEARING
FROM TEACHERS.
FROM TEACHERS. THIS IS IMPORTANT AND DOING
THINGS LIKE CLASSROOM CLEARS
AND HERDING, REALLY RIDICULOUS
ACCORDING TO TEACHERS.
AND SO REPRESENTATIVE KLEMM DID
INTRODUCE A BILL AND IT HAS
BEEN ASSIGN TIED COMMITTEE.
IT IS JUST ONE SMALL STEP IF
REALLY ADDRESSING THE LARGER
ISSUE HERE.
ISSUE HERE. >> LET'S TALK MORE ABOUT WHY.
WHY THIS IS HAPPENING.
AND THE OEA IN ITS REPORT SAID
MORE STUDENTS ARE COMING TO
SCHOOL WITH SUBSTANTIAL SOCIAL
AND EMOTIONAL NEEDS, PHYSICAL
HEALTH NEEDS, MENTAL HEALTH
CHALLENGES, POVERTY, HUNGER,
HOMELESSNESS ALL AT PLAY HERE.
WE HAVE A GRAPHIC THAT SHOWS
THE OTHER FACTORS THAT THE OEA
POINTED OUT BUT THE BOTTOM LINE
IS MORE PROBLEMS AND LESS
SUPPORT.
SUPPORT.
SUPPORT. IT STAYS THE CHRONIC AND
SYSTEMIC DISINVESTMENT IN
OREGON SCHOOLS, INCREASED CLASS
SIZES, DECREASED STUDENT
SUPPORT.
SUPPORT.
SUPPORT. EDUCATIONAL ASSISTANTS,
EDUCATIONAL ASSISTANTS, COUNTORS AND OTHERS, STUDENTS
WITH HIGH NEEDS OR SPECIAL
EDUCATION NEEDS BUT NO
RESOURCES TO SUPPORT THOSE
NEEDS, A MARKED DECREASE IN
WELL ROUNDED EDUCATION
OPPORTUNITIES AND TIME FOR
PHYSICAL ACTIVITY AND PLAY
INCLUDING PE AND RECESS AND
THERE ARE SEVERAL MORE.
WHAT ARE YOU HEARING FROM
TEACHERS WHEN YOU TALK TO THEM
ABOUT THE WHY?
>> I HAVE INTERVIEWED SO MANY
TEACHERS RECENTLY OVER LAST TWO
WEEKS DOING FOLLOW-UP STORIES
FOR THIS.
FOR THIS.
FOR THIS. I HAVE HEARD EVERY SINGLE ONE
OF THOSE THINGS.
JUST THE CLASS SIZES, THE LACK
OF PHYSICAL ACTIVITY.
THERE ARE SO MANY THEORIES
THOUGH ON THE WHY.
THERE ISN'T RESEARCH THAT
REALLY DRILLS DOWN ON WHY THIS
IS HAPPENING.
IS HAPPENING. BUT SOME OF THE THEORIES ARE
SCREEN TIME.
SCREEN TIME. THIS IS THE FIRST GENERATION OF
KIDS IN SCHOOLS WHERE THEIR
PARENTS HAVE ALWAYS HAD A PHONE
AND THE KIDS HAVE ALWAYS HAD
ACCESS TO A PHONE.
THAT IS AN INTERESTING THEORY
BUT NO REAL RESEARCH POINTING
TO THAT.
TO THAT.
TO THAT. >> LINDSAY, HOW MUCH IS
HOMELESSNESS, POVERTY AND
HUNGER PLAYING INTO THIS?
>> I THINK IT IS HUGE.
I'VE HEARD FROM COLLEAGUES WHO
HAVE SAID IN THE PAST THEY HAD
ONE OR TWO STUDENTS THAT IS
STRUGGLING WITH SOME SORT OF
ECONOMIC INSTABILITY AND NOW IT
IS HALF OF THE CLASS OR MORE.
OF A HEARD STORIES OF STUDENTS
STEALING FOOD FROM OTHER
STUDENTS.
STUDENTS.
STUDENTS. AND HAVE YOU TO PUNISH THAT KID
BUT HOW DOES THAT PLAY INTO
WHAT THAT STUDENT NEEDS?
AND I THINK THAT GOES BACK TO
HOW WE CAN FIX THIS.
BECAUSE IF YOU HAVE SOMEBODY
COMING IN, A STUDENT COMING IN
WITH SUCH INSTABILITY AT HOME,
NOT KNOWING WHERE THEY'RE GOING
TO SLEEP, NOT MOWING WHERE
THEIR NEXT MEAL IS GOING TO
COME FROM, NOT KNOWING IF THEY
HAVE THE SUPPLIES THEY NEED,
YOU CAN'T THEN THEM TO COME TO
SCHOOL AND BE PRODUCTIVE WITH
ALL OF THAT STUFF GOING ON.
I'LL GET JUST A LITTLE NERDY ON
YOU FOR A SECOND.
THERE IS BRAIN RESEARCH THAT
SHOWS IF YOU ARE STRIVING FOR
ALL OF THESE BASIC NEEDS, THEN
THE HIGHER LEVEL PARTS OF YOUR
BRAIN ARE JUST NOT GOING TO
WORK VERY WELL.
>> THAT KIND EVER GOES BACK TO
THE HIERARCHY WHERE YOU HAVE TO
HAVE THAT FOUNDATION FIRST.
>> EXACTLY.
>> EXACTLY. SO THE STUDENTS ARE COMING IN
WITH ALL OF THE STUFF GOING ON
AT HOME IN ADDITION TO
CHILDHOOD TRAUMA, IN ADDITION
TO THESE AVERAGE CHILDHOOD
EXPERIENCES.
EXPERIENCES. AND THEY ARE COMING INTO THE
CLASSROOM.
CLASSROOM. AND SO EDUCATORS ARE REALLY
TRYING TO TEACH THESE STUDENTS
OR REALLY TRYING TO NOT ONLY
DELIVER ACADEMIC CONTENT BUT TO
DELIVER SOCIAL, EMOTIONAL
CONTENT AS WELL.
AND WHEN YOU ARE A STUDENT AND
YOU'RE HUNGRY AND YOU'RE
HOMELESS AND YOU ARE JUST
STRUGGLING TO GET BY THAT,
BECOMES NEARLY IMPOSSIBLE.
NOW, IF YOU HAVE A CLASSROOM
WITH 10 STUDENTS LIKE THAT AND
HAVE YOU 20 OTHER STUDENTS WHO
NEED YOUR ATTENTION AS WELL, IT
IS JUST -- WEAR JUST NOT
TRAINED TO DO THAT.
WE NEED HELP.
>> WE'LL DIG INTO POSSIBLE
SOLUTIONS WHEN WE COME BACK.
WE'LL