It’s easy to get caught up in the hype about bullying. My news alerts overflow on a daily basis with incident reports, celebrity campaigns, and callouts against … well, it’s starting to seem like just about anybody’s fair game. Here’s the thing. While in the midst of an admirable campaign to eradicate or at least ameliorate the most egregious examples of this behavior in our schools and, with luck, in our wider culture, we might sometimes pause, think about how we’re going about what we’re doing, and be careful that, in our enthusiastic efforts to wipe out one problem, we don’t accidentally create another.
For those counseling in North Carolina at the high school level, here’s (pdf) a handy cheat sheet to the upcoming (beginning 2013/2014) career/college readiness diploma endorsements.
I’ve been concerned for a while about the growing number of children being diagnosed and medicated for ADD or ADHD. Boys, especially, seem to be targeted for medication. While I realize that increasing class sizes are correspondingly more difficult for teachers to manage and that fidgety, distracted young men make things that much harder, I can’t help but wonder: Is the problem really getting worse? Or is it being over-diagnosed? This article from the New York Times (Login required), appears to support my concerns. Is there a middle ground for teachers and families who, besieged by accountability requirements and societal expectations, might sometimes see medication as a necessary evil?