Teachers In eighth grade, Adam did not return

Teachers have limited expertise to notice or help a student who may be improving academically, but is exhibiting difficulties in social-emotional development. It is imperative that educators are trained and information about mental health issues is available so they can address them as they arise. According to the OCA, authors perceive, “With today’s increased focus on academic achievement and concerns over availability of resources, schools may feel hampered in their efforts to attend to children’s overall cognitive and emotional development, despite how necessary this may be for children’s ability to learn, (“Shooting at Sandy Hook Elementary”). Throughout elementary school, Adam’s education plan primarily targeted articulation, rather than social aspects of education. If there had been more focus on his social and emotional wellbeing, instead of his scholastic performance in his early years, Adam would have gotten the professional help he desperately needed. Between the ages of eleven and fourteen, Adam grew more anxious and frustrated. He attended Newtown Middle School for 7th grade. His social, emotional, and communicative struggles worsened, leading to his withdrawal from school in late April. In the school district’s record, Adams’ difficulties are not fully communicated and there was not a plan in place to address them. He transferred to a local catholic school for the end of 7th grade, where he continued to depict disturbing violence in his writing. However, there is no documentation that teachers reviewed the violence in the writings with Adam or his parents. Once again, Adam displayed violent thoughts in his school work that exhibit his internal struggling. Rather than the school addressing the problem, it is muted. In eighth grade, Adam did not return to school due to his overwhelming anxiety. His IEP team approved his homebound placement, for when a child is deemed too disabled for school services, even with modifications. Featured in the article, “Investigation: Too Many Students Languishing In Homebound Program,” reporter for the Hartford Courant, Josh Kovner, claims, “The state law, refined in 2013, says Homebound instruction can only be used when a child has ‘such a profound or acute’ medical or mental-health impairment ‘that the child cannot be in any educational setting.'” While Adam had a mental-health impairment, there were alternatives to give him the best possible school experience. It can be concluded that his homebound placement was inappropriate and school districts should not rely on such restrictive measures.