School discipline issues jump in the wake of COVID-19

The health and economic tolls of COVID-19 linger despite the end of shutdowns and mask mandates. The residual effects can be seen in classrooms across Burke County.

Many children lost academic progress during the shutdown and the required remote learning. But the jolt to the usual school schedule had an arguably more serious impact - students’ mental health.

Educators believe that the spike in behavior issues in school is linked directly to the social and emotional stresses endured by young people at the height of the pandemic. 

“The social isolation was significant,” said Sara LeCroy, director of student services for Burke County Public School. “For kids to thrive, they need structure.”

Rise in criminal incidents, suspensions, and dropouts

Returning to structure when school fully reopened in the fall of 2021 was a difficult transition for students. Data from North Carolina’s annual Consolidated Data Report showed an overall increase in disciplinary issues across the state during the 2021-22 school year when compared to the years immediately preceding the COVID-19 pandemic. The report was presented to the State Board of Education on March 1.

When comparing 2018-2019 (the last full year before COVID) and 2021-22 (the first full year after COVID), Burke County experienced a sharp increase in three areas. Criminal acts went up from 62 to 82. The number of dropouts increased from 45 to 100. Short-term suspensions climbed from 1,080 to 1,425. The school district has about 11,200 students.

Schools across the country saw similar increases in behavioral issues. A U.S. Department of Education survey found that 84% of public schools either agreed or strongly agreed that the COVID-19 pandemic negatively impacted the behavioral development of their students. In addition, 87% of schools agreed or strongly agreed that the pandemic negatively impacted the socio-emotional development of their students.

Efforts to combat the psychological impact

When schools were forced to close in March 2020, meeting the children’s educational needs was not the first priority.

“We immediately began doing wellness checks,” LeCroy said. “Counselors literally called kids all day long.”

The district worked to connect its students (and their families) with needed resources. A system to feed children was implemented and included drive-thru pickups, she said.

Despite these efforts, students still struggled with the uncertainty of the times and not seeing friends and family members. There were no extracurricular activities or other outlets. Children spent considerable time alone. 

Today may be what most think of as relatively “normal,” but the shadow of COVID looms. Depression or anxiety that set in for some students didn’t simply vanish once schools opened their doors.

“We’re in a true crisis,” LeCroy said, referring to the lack of mental health services available in the county. “If you call today to make an appointment, you may wait months.”

Training teachers to provide initial support

With the shortage of licensed therapists, BCPS is turning to their teachers to be the first line of support for children in need. Without any intervention, students may cope with their emotions in destructive ways.

Burke schools will use $130,000 of its $918,000 School Safety Grant to pay for 50 middle school and high school teachers to attend Youth Mental Health First Aid. During the eight-hour training, teachers will learn how to identify, understand, and respond to the signs of mental illnesses such as anxiety, depression, eating disorders, and attention deficit hyperactivity disorder. They also learn the symptoms of substance abuse and dive deeper into the impact of social media and bullying. 

The course teaches how to apply the ALGEE action plan:

• Assess for risk of suicide or harm
• Listen non-judgmentally
• Give reassurance and information
• Encourage appropriate professional help
• Encourage self-help and other support strategies
• The remainder of the safety grant is being used for school resource officers at all middle schools, high schools, and Hallyburton ($528,000) and upgrading safety equipment such as cameras ($260,000). 

There are undoubtedly children who are struggling in the aftermath of COVID-19, but LeCroy also points out their resiliency. 

“I know what happens in our schools. And we have great schools. The majority of our kids are doing well.”

 Angela Kuper Copeland is the education reporter at The Paper. She may be reached at angela@thepaper.media or 828-445-8595, ext. 2003.