The Geeks Shall Inherit the Earth - Alexandra Robbins [189]
Fight to promote creativity
The British government funneled millions of dollars into programs that brought creative professionals into schools to talk to students, increase their access to cultural experiences, and endeavor “to help them to discover new things, to express themselves, to develop a passion and to make the most of their talent—whether it is music, art, film, theatre, dance, digital media, exploring libraries, museums, or heritage,” according to the program’s Web site. Why was the United Kingdom able to invest substantial resources in this important venture while the U.S. government has reduced funding for creative learning? No wonder so many students consider creative kids—like Blue, or Suzanne and Allie from chapter 4—to be on the wrong side of conformity. By affirmatively de-prioritizing creative learning and activities, schools send the forceful message that students who value original thought and expression should be marginalized. Brainstorm methods of teaching students that creativity is useful and essential.
Schools can also send that message by experimenting with imaginative ways to address the issues discussed in this book. At Sachse High School in Texas, for example, every day for fifteen minutes between third and fourth periods, all 2,600 students and every professional staff member—including teachers, administrators, counselors, librarians, coaches, diagnosticians, and facilitators—must sit down in a classroom, pick up a book, and read for fun.
Now students who would have been ostracized in years past are no longer vilified for reading for pleasure. Everyone does it. Students’ and teachers’ conversations often revolve around literature, many teachers keep classroom mini-libraries, and bulletin boards are plastered with book reviews written by students for fun. Since Sachse introduced the sustained silent reading program in 2007, said assistant principal Cheryl Beard, “It has really made a difference in the culture of our school.”
Improve clique relations—among staff
Students across the country told me, unprompted, that they are fully aware of what one student called “a hostile environment among school faculty.” They know who among teachers and administrators are allies or enemies, and they pay close attention to teachers’ cliques. If schools want to improve student relations, they would do well to begin with relationships among the adults. At the very least, school personnel (like Mandy) should take pains to disguise their animosity in front of students. In extreme circumstances, administrators should sanction the offending teachers.
Confront issues head-on
If there are divisive social issues at your school, rather than dance around the topics, ask students about them directly. “When we have special bully meetings, we read short stories instead of discussing what’s actually going on in our school,” said a popular Midwestern middle schooler. “We have some kids that are bullies, and reading short stories to them is not going to help.” Recognize that administrative neglect is even worse than teacher neglect. A teacher who doesn’t put a stop to psychological abuse might ruin the educational experience for a handful of students or classes. An administrator with his head in the sand can affect an entire school.
Have a well-known anti-bullying procedure and contact person
If schools truly want to eliminate bullying, then they must be prepared to address every aspect of the school environment. Bringing in an expert for a one-day presentation will not improve the school atmosphere if administrators don’t continue to instill the messages every day. We don’t teach kids about oral health by making them brush their teeth only once a year.
There has to be a plan to reduce exclusionary behavior and harassment. Even three years after two alleged bully victims orchestrated the Columbine