School Programs Are Red Herrings
Public education needs a complete cultural shift, not purchased programs
School programs are like junk food
Those prepared, pre-packaged, policies and programs-in-a-box* that school divisions purchase are akin to pre-packaged, processed foods. They’re okay to fill in the gaps once in a while, but they really shouldn’t be our primary source of subsistence.
Our public education system is in desperate need of a total overhaul, and rewriting old policy or purchasing new programs are not going to suffice. (They’re also a massive waste of time and money).
Note of clarification
In this case, I’m referring to programs such as PBIS, Zones of Regulation, and other social-emotional, policy, and curricular programs that schools purchase and implement.
I’m not talking about clubs, sports, breakfast programs, and things of that nature.
Meeting needs shouldn’t require programs
It shouldn’t take a “school-approved program” to meet the needs of disabled and neurodivergent students in public education — or anywhere, for that matter.
I frequently suggest new ways of approaching and interpreting behaviours, and new ways of interacting with students. When I suggest particular concepts or books which are new to the school staff, I’m met first with confusion, which is quickly followed by resistance.
I get it. Change is hard, and change within a rigid bureaucratic system is even more difficult.
I’m told it takes time to train staff in new social-emotional programs or service models, it takes time to review and seek approval for new programs.
Here’s what I need administrators, and anyone else in a position to affect policy to do: forget about goddam programs.
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