WA schools don’t have ‘bad kids.’ They lack enough tools to help them

Many of us in the education world are worried about the mental health, safety, and wellness crisis enveloping our students and schools. The support needs of young people across the state are significant and dire, as students, parents, teachers and school staff have been saying for years leading up to and since the pandemic. But it is unfair to sound the alarm about an epidemic of “bad kids” in classrooms both in Washington and nationwide.

We hear stories of violence and tragedy, and they are often accompanied by a sweeping dose of skepticism of behavioral interventions and supports at school, like restorative justice, social-emotional learning — teaching kids to navigate school and life competently — and Multi-Tiered System of Supports, or data-driven assessments and interventions that help students, whether as a class as a whole or as individuals.

The big question is, “Are schools equipped to handle behavioral extremes?” If we throw away these supports, the answer is unequivocally “no.”

Schools are indeed confronting unprecedented needs and challenges in their communities. Now more than ever, students need help, supportive and inclusive communities, and professional resources to help them be well. This is overwhelming, especially when most schools in Washington aren’t even close to having enough mental health professionals available to match the amount of student need. But when confronting these challenges, the call to action is not to discard valuable, evidence-based tools — it is to fortify and sharpen them.

Take, for instance, South Shore PreK-8, where implementation of restorative justice has not only strengthened relationships, but also has created the foundation for a positive and supportive environment. Restorative justice is more than a relational practice; it’s a foundational approach that fosters accountability without pushing individuals to the margins of their community, their academic progress or their mental health.

The skepticism expressed toward behavioral interventions like restorative justice, social-emotional learning and MTSS overlooks their proven efficacy when properly implemented. For some having a crisis, it is easier to throw them away than to recognize the damage that years of anemic support from our state around student mental and behavioral wellness has caused us. Schools aren’t equipped because our leaders aren’t doing their job of equipping them. Teachers need professional training around these proven practices and holistic mental health supports.

Schools need funding to provide comprehensive training, to get more professionals in the building, and to implement and integrate these changes systemically with technical assistance. Legislators need to recognize that responsibility lies with them to enact policies that reflect a genuine commitment to the holistic well-being of our students in the short and long term. Unfortunately, nothing meaningful was done in the 2024 legislative session.

The concern about behavioral extremes is valid, but without preventive measures, we’re stuck perpetually dealing with untenable consequences. And focusing on extreme cases can fuel fear that drives harsh and punitive measures in schools, causing more harm than good in the name of “safety.”

This fear is why some turn to practices like placing students in the equivalent of solitary confinement, also known as isolation, using mechanical and chemical restraints, and added policing, which do not promote wellness and safety; instead, they cause trauma, worsen mental and social-emotional health among students, and disproportionately harm students of color and/or those who have disabilities.

Navigating our current landscape, where we ask schools to juggle multifaceted roles amid strained resources, the solution is clear. Don’t abandon proven tools and strategies. Invest more in crucial funding and comprehensive training for educators, empowering schools to effectively implement these interventions and keep their kids safe and well. Right now, it is up to individual schools in the Seattle district to put these measures in place, and that depends on resources, which are scarce.

This investment ensures not only academic success but also fosters the holistic growth of every child — intellectually, emotionally, and socially. Our children are not to be feared or sensationalized; rather, they are to be supported, nurtured, and guided toward a future where they can flourish.