This book examines the current political, social, and economic
positions that push the responsibility for the emotional health of
students onto schools. The context of recent education reform asks
schools to mitigate adverse emotional health of students by
developing and implementing broad programming, curriculum, and
policies immersed in cognitive behavioral approaches. The design
plan is intended to build resilience and develop strategies in
students that will enable them to succeed despite adverse
structural conditions. The swindle of education reform is that it
deflects and blames families, youth, and the school system for the
social ills of society. From the perspective of a thirty year
Massachusetts educator and high school principal emerges an
alternative reality that not only challenges decades of education
reform entrenched in victim blaming but also exposes a serious
responsibility gap.
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