Social Concerns among Students

Issues such as bullying, homelessness, mental health, substance abuse, and teen pregnancy may occur in or out of school, but they ultimately affect the school climate as well as the community as a whole. These non-academic issues can affect student learning and development and sometimes lead to safety issues for individuals and groups. Unaddressed concerns increase dropout rates, juvenile crime activity, welfare dependency, and suicide.

Keywords Bullying; Cutting; Cyber-Bullying; Depression; Homelessness; Hurricane Katrina; McKinney-Vento Act; No Child Left Behind Act of 2001 (NCLB); Pregnancy; Social Concerns; Substance Abuse; United Nations Universal Declaration of Human Rights

Overview

What are Social Concerns?

Social concerns are non-academic issues that can affect student learning and development and sometimes lead to safety issues for individuals and groups, such as the student population and the community as a whole. Unaddressed concerns can increase dropout rates, juvenile crime activity, welfare dependency, and suicide.

What are the Most Common Social Concerns?

Bullying

Bullies have been around for generations, but in recent years experts have realized that bullying has long-term effects on both the victims and the bullies (Lemonick, Colton, Holton, Song, & Steptoe, 2005). Bullying refers to any type of rough behavior that is "deliberately aggressive" such as name-calling, hitting, mocking, slander, and social isolation (Lemonick, et al., 2005). Students can get bullied because of their race, sex, age, appearance, or just being different (Hall, 2007). Bullying violates a section in the United Nations Universal Declaration of Human Rights which states that no one can be subjected to interference with family or privacy, nor to attacks upon one's reputation (Hall, 2007).

The American Medical Association released a statement in 2002 declaring bullying a public health problem because of its long-term mental health results (Lemonick, et al., 2005). Victims of bullying attend school less than other students, receive lower grades, have fewer friends, and are at increased risk for depression (Lemonick, et al., 2005). The bullies are less likely to develop positive social skills and conflict resolution skills. They are also four times more likely than other students to participate in criminal activity by the time they are in their early twenties and are more inclined to develop problems with substance abuse. Children who witness bullying are also affected by the act (Lemonick, et al., 2005).

Experts do not have a definitive reason as to why bullying exists, but they do know that it is prevalent. Bullying can be difficult for teachers to address because it is often subtle and hard to detect. In the twenty-first century, the act of cyber-bullying became just as problematic as physical bullying. With the advent of social media, the problem has only increased. (Lemonick, et al., 2005). In 2020, 37 percent of US students between the ages of twelve and seventeen reported experiencing online bullying and 23 percent admitted they had been perpetrators of online bullying. Girls were overwhelmingly more likely than boys to experience bullying on the Internet and social media and Instagram was the most popular site in which bullying occurred (DoSomething.org, 2023).

Depression & Suicide

Depression is the most common mental illness among adolescents (Cash, 2003). In 2023, Mental Health American reported that 4 million adolescents had at least one depressive episode in 2022 (Newport Academy, 2023). Many of them will not get help from a mental health professional (Cash, 2003). Most teenagers experience periods where they feel depressed, angry, and alone, so it is difficult to detect the difference between depression and normal teenage mood swings (Cash, 2003). Depression is more than just feeling blue; it is a persistent sadness and the inability to feel pleasure (Cash, 2003). Depression can affect anyone, but post-pubescent girls are the most likely to suffer from depression. Teens with alternative gender and sexual identities, students living in poverty, and American Indians are also more susceptible to depression (Cash, 2003).

Adolescent depression has been known to reveal itself differently than adult depression. (Salvatore, 2006). Symptoms of depression can include sleeping too much or too little, changes in appetite, lack of focus, low self-esteem, and withdrawal from peers and activities (Cash, 2003). Changes in school behavior such as defiance, skipping classes, sudden drop in grades and focus may also be signs of depression. Teens who are depressed may exhibit other disturbing behaviors such as sexual promiscuity, substance abuse, and self-harm. Even more worrisome is the fact that suicide is now the third leading cause of death among teenagers (Centers for Disease Control and Prevention, 2023). More girls attempt suicide than boys, but boys are likelier to succeed (Cash, 2003).

Drug & Alcohol Abuse in Schools

Research has shown that teen drug and alcohol abuse is not only occurring on nights and weekends, but also during the school day (Finn & Willert, 2006). Shockingly, schools might be the easiest place for teens to purchase drugs ("Survey Finds," 1997). According to a national survey distributed in the early years of the twenty-first century, 62 percent of high school students and 28 percent of middle school students said drugs are distributed, used, and abused on school grounds. This is a 47 percent increase since a 1992 study (Finn & Willert, 2006). Those numbers remained steady throughout the 2010s though with the increase in social media students were able to gain more access to substances without using school grounds a conduit (Partnership to End Addiction, 2012).

To make matters worse, teens who attend schools where drugs are present are three times more likely to smoke marijuana and twice as likely to experiment with alcohol (Finn & Willert, 2006). A study by the Centers for Disease Control “showed that male and Hispanic students had higher levels of in school drug use than female and white students” (Finn, 2006, ¶ 1). As student age increases, so too does drug use, and the majority of students were unaware of the disciplinary action that would be taken in their schools if they were caught using drugs. Alcohol and drug use in school lead to increased truancy rates and poor academic performance (Finn, 2006).

A study conducted in Ohio in 2005 assessed the risk factors associated with students who sell drugs. Results from an anonymous survey revealed that 11.9 percent of the participants had sold drugs in the past year. Students who distributed drugs were mostly male and lived in single-parent homes. The students were also more likely to participate in other risky behaviors such as vandalism, violent behavior, and abuse of drugs and alcohol (Steinman, 2005).

Homelessness

One social concern that is often overlooked in education is the issue of homelessness. Homelessness is defined as living in places that do not have water, electricity, and other basic services; living in motels, shelters, public spaces, and temporary arrangements with other families (Berliner, 2002). Since Hurricane Katrina displaced over 370,000 school-aged children in the early 2000s, the issue has received more attention (Hall, R., 2007). Homeless children attending school has been a growing concern for many years, but it is difficult to quantify the number of school-aged children who are homeless. Many homeless students will not admit to or discuss their living situations out of embarrassment. Homeless families often move around a lot and “avoid authorities (for fear of losing custody of their children),” making them impossible to track (Berliner, 2002, ¶ 2).

“Families with children are the fastest-growing element of the homeless population. Over the past decade, the number of homeless children has more than doubled” (Berliner, 2002, ¶ 2). The National Coalition for the Homeless estimates that 1 million children experience homelessness each year, and many are never identified or given the assistance they need (Hall, R., 2007). Although more boys are believed to be homeless than girls, race, family structure, and geographic location did not serve as indicators of homelessness (Jozefowicz-Simbeni & Israel, 2006). Contrary to popular assumptions, homelessness is not just an urban problem, and higher rates of homelessness exist among families with children (Hall, R., 2007). The Department of Education tracks youth homelessness through the McKinney-Vento Homeless Assistance Act and reported in the 2020-2021 school year, 1.1 million students experienced homelessness in the US (USAFacts, 2023).

The risk factors associated with homelessness range from natural disasters to eviction to family conflicts such as substance abuse, violence, or neglect. All of these reasons are concerns of their own but combined with being homeless add more stress to students and their families. In addition, “homeless parents are more likely to be single women who have a mental health disorder or physical health problem and are less able to attend to the needs of their children” (Jozefowicz-Simbeni & Israel, 2006, ¶ 13).

The impact of homelessness on a child is vast. Malnutrition, hunger, sleep deprivation, and developmental delays are physical consequences of homelessness. School-aged, homeless children also display low self-esteem, anger, and anxiety over their situation (Jozefowicz-Simbeni & Israel, 2006). Social interaction is usually stunted, and children tend to be withdrawn or disruptive in the classroom. Depression, aggression, and suicide can result if concerns are not addressed. Simply enrolling in school is a challenge for homeless students, as many parents do not have appropriate documentation or previous school records (Hall, R., 2007). “Homeless students are more likely to have low test scores, poor grades and behavior problems” (Jozefowicz-Simbeni & Israel, 2006, ¶ 2). Many homeless students have issues with transportation, resulting in high truancy and drop-out rates (Hall, R., 2007).

Teen Pregnancy

Teen pregnancy is occurring at an alarming rate. According to Scholl (2007), the United States has the largest number of teen pregnancies in the Western world. One out of every 10 American girls becomes pregnant before age twenty, and teenagers from minority backgrounds are at an even higher risk. About half of teen pregnancies carry to term, and less than 10 percent give up their babies for adoption (Scholl, 2007). And the problem does not seem to be slowing down, as more and more adolescents are sexually active each year. In the first decades of the twenty-first century 73 percent of boys and 56 percent of girls were sexually active before age eighteen (Scholl, 2007).

The most disturbing aspect of the high rate of teenage pregnancy is that most teenage mothers drop out of school. Less than 50 percent of teens who became pregnant between the ages of thirteen and fifteen graduate from high school. This leads to young mothers without the education or financial support they need to raise successful children. Historically, teen pregnancy would result in the student being expelled from school or withdrawing without explanation; but the Education Amendments of 1972 forbade schools from expelling students because of pregnancy (Scholl, 2007). Within a year, over 200 schools in the US developed programs to help pregnant teens stay in school. In addition, counseling was provided to help teens adjust to their new, overwhelming situation (Scholl, 2007). Yet in the twenty-first century, most schools had not adopted this model, even though teenage mothers and their offspring were much more likely to succeed in communities where special programs are in place to address their needs as both student and parent. Many schools ignored the problem, and as a result, pregnant teens were not able to complete their education (Scholl, 2007).

Teenage pregnancy is a serious social concern for the whole community. When teenage mothers drop out, many eventaully need assistance because they do not have the education, access to childcare, and financial stability to make it on their own. This is costing taxpayers billions of dollars each year to pay for social supports, medical care, and education for young mothers and their children (Scholl, 2007).

The most dangerous consequence of not addressing teenage pregnancy is that young people who do not develop basic skills because of economic disadvantages are three times more likely to be teen parents (Scholl, 2007). Teenage mothers who drop out are likely to become dependent on assistance and may not develop the basic skills to prevent their children from becoming teenage parents, and the cycle will continue.

Further Insights

What can be done to Address Social Concerns?

Bullying

Teachers, parents, and administrators are obligated to educate students about the dangers of bullying. Since most bullying takes place in less supervised locations such as bathrooms, hallways, and school buses, it is important that additional staff monitor such locations to help keep bullying under control (Lemonick, et al., 2005). Students should be taught to be respectful to one another and to avoid contact with people who are cruel or who intimidate others. Those who witness bullying or harassment of any kind should be encouraged to tell an adult since the bullying will continue unless someone speaks out (Hall, 2007). Consequences must be administered to students who bully. UCLA researchers also recommend that communities (teachers, parents, and students) roll out anti-bullying programs, review with students the rules against harassment, and offer strategies to help students manage bullies (Lemonick, et al., 2005). Incorporating anti-bullying messages into school lessons and parent-child discussions can also help reduce incidents of bullying (Lemonick, et al., 2005). Patricia Wong Hall (2007) believes that if students, teachers, and parents work together to discourage bullying, there will be a decrease in school violence and an improvement in the social climate for students (Hall, 2007). Anti-bullying measures must be extended to the Internet and social media as well though preventing online bullying is admittedly more complicated.

Depression

The best way to deal with depression is early intervention. Schools are an essential line of defense because adolescents spend more time at school than at home, and schools have access to certain resources that may help students address depression before it gets worse. School districts have a responsibility to train staff, students, and parents on the signs of depression and the importance of getting assistance early (Cash, 2003). Students should be taught to identify the differences between normal feelings of sadness and depression. Adolescents displaying symptoms of depression that last longer than two weeks should be referred for consultation (Cash, 2003). It is essential that principals, teachers, and parents understand the devastating effects that depression can have on a teenager if not caught early (Salvatore, 2006).

Everyone in the community needs to be able to recognize the warning signs of suicide as well. Often students who attempt to harm themselves have alerted someone beforehand (Cash, 2003). Schools also need to establish an action plan for responding to students who may be depressed (Cash, 2003). Most importantly, schools need to foster a supportive, caring environment in which students feel accepted and welcome. This may reduce the number of depressed students and give those that are depressed a safe place to reach out for help.

Drug & Alcohol Abuse

Drugs in schools are a major cause for concern. Teachers, therefore, need to take an active role in finding and effectively dealing with substance use among students (Finn & Willert, 2006). Catching students who keep and deal drugs at school is even more of a challenge. Both students and school faculty seem to agree that zero-tolerance policies are necessary in order to reduce student exposure to drugs and alcohol ("Survey Finds," 1997). Eighty-three percent of schools where students abused substances were not established drug-free zones ("Survey Finds," 1997). However, even drug-free zones are not a panacea since administrative, budgetary, and logistical setbacks present difficulties in enforcing anti-drug policies in some communities (Finn & Willert, 2006). In order for drug-free zones to be effective, faculty and students need to be clear on policies and protocols regarding drug and alcohol use. Administrators must support faculty by following through on reported students and enforcing established drug policies (Finn & Willert, 2006). As the nature of the type of substances students tended to abuse shifted in the twenty-first century, new problems in the enforcement of zero-tolerance schools emerged.

Homelessness

For “homeless children who live in shelters, motels, cars, parks, abandoned buildings, or with other families, school can be a safe haven, a place of stability and refuge” (Berliner, 2002, ¶ 2). However, this is only effective when the appropriate services are in place (Berliner, 2002). In 1987, “the Stewart B. McKinney Homeless Assistance Act was enacted to protect the rights of homeless students and ensure they receive quality education” (Jozefowicz-Simbeni & Israel, 2006, ¶ 1). The act prohibits segregating students on the basis of homelessness (Jozefowicz-Simbeni & Israel, 2006). In 2001, the act was reauthorized as the McKinney-Vento Homeless Assistance Act as part of the No Child Left Behind Act (Jozefowicz-Simbeni & Israel, 2006). This indicated a commitment on a national level to the academic achievement of students without stable home lives (Berliner, 2002).

According to the McKinney-Vento Act, all school districts must appoint a liaison, such as a social worker, to communicate with homeless families (Berliner, 2002). In addition, administrators should ease enrollment policies but require students to comply with attendance policies (Berliner, 2002). Addressing the basic needs of homeless students, such as providing food, showers, and transportation, may help students to regularly and comfortably attend school (Berliner, 2002). Likewise, teachers should be kept informed about which students are homeless in order to help them adjust in the classroom. Maintaining routines and providing a stable classroom environment can also help students feel at home during the school day (Hall, R., 2007).

Teen Pregnancy

Schools need to take on the role of educating students about sex and the consequences of teen pregnancy. A government report on teenage pregnancy in England claimed that young people who perform well at school and who have plans for the future are at less risk of teenage pregnancy ("Government to Spread," 2006). Raising educational standards, therefore, may help reduce overall rates of teenage pregnancy. Campaigns such as the one unveiled in 1996, the National Campaign to Prevent Teen Pregnancy, released a series of ads depicting the consequences of having unprotected sex (Sember, Kropf, & Mauro, 2006). One advertisement juxtaposed the cost of a condom with the cost of raising an infant. Other programs, which preach abstinence until marriage, have also had some success in reducing teen pregnancy in certain schools (Sember, et al., 2006). Providing access to the means necessary to prevent teen pregnancy remained the most viable option in the 2020s.

Communities do need to acknowledge the teenagers that are having children and provide adequate support to this population, including prenatal care, counseling, and appropriate educational services (Scholl, 2007). A school program developed in New Jersey specifically for teen mothers resulted in an 84 percent graduation rate compared to the 41 percent of mothers who graduated in the conventional school setting. Programs that have been successful with teenage mothers usually offer smaller classes, flexible schedules, personal mentors and, sometimes, childcare services. Same-sex classrooms may also reduce the chances of repeat teen pregnancies (Scholl, 2007).

Conclusion

To effectively deal with social concerns, schools and communities need to acknowledge them and open the door to dialogue with young people about such concerns. Materials should be made available to students that deal with common social concerns such as teen pregnancy, mental health, homelessness, and substance abuse (Gorman, 2007). Districts should research the community and assess trends to determine which issues need the most attention (Gorman, 2007).

Terms & Concepts

Bullying: Bullying refers to any type of rough behavior that is "deliberately aggressive," such as name-calling, hitting, mocking, slander, and social isolation (Lemonick, et al., 2005).

Cutting: Cutting refers to the deliberate injury to one's own body by cutting the skin without intending suicide.

Depression: Depression is the persistent feeling of sadness and the inability to feel pleasure (Cash, 2003).

Homelessness: Homelessness is defined as living in places that do not have water, electricity, and other basic services; living in motels, shelters, public spaces, and temporary arrangements with other families (Berliner, 2002).

Hurricane Katrina: Hurricane Katrina struck the Southeastern coast of the United States on August 29, 2005, causing major flooding and devastation, especially in Louisiana and Alabama, where almost 2,000 people were killed, and hundreds of thousands were left homeless.

McKinney-Vento Act: In 1987, “Congress authorized the Stewart B. McKinney Homeless Assistance Act to protect the rights of homeless students and to ensure that they receive equal education” (Jozefowicz-Simbeni & Israel, 2006, ¶ 1). In 2001 the act was revised and reauthorized and is now known as the McKinney-Vento Act (Jozefowicz-Simbeni & Israel, 2006).

No Child Left Behind Act (NCLB): Passed in 2001, the No Child Left Behind Act is a United States federal law that aims to streamline education and narrow the achievement gap across the nation's schools.

Social Concerns: Social concerns are non-academic issues that can affect student learning and development and sometimes lead to safety issues for individuals and groups.

United Nations Universal Declaration of Human Rights: Adopted in 1948 by the United Nations, the Universal Declaration of Human Rights acknowledges that all human beings should have the basic rights of freedom, justice, privacy, and peace.

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Suggested Reading

Fine, L. (2001). Theft of drugs prompt schools to tighten up. Education Week, 20, 1. Retrieved October 9, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?/direct=true&db=ehh&AN=4590304&site=ehost-live

Guttmacher, S., Lieberman, L. Ward, D., Freudenberg, N. Radosh, A., & Jarlais, D. (1997). Condom availability in New York City Public High Schools. American Journal of Public Health, 87, 1427-1433. Retrieved October 9, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?/direct=true&db=ehh&AN=9710250198&site=ehost-live

Kennedy, A. (2007). 'Mean girls' or much more? Counseling Today, 50 , 8-22. Retrieved October 10, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26470601&site=ehost-live

Turner, S. (2007). Preparing inner-city adolescents to transition into high school. Professional School Counseling, 10 , 245-252. Retrieved October 9, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25435712&site=ehost-live