**Please note: There are common times during the year when our office is handling more appointments than usual. Sometimes it may be difficult to find appointments at the beginning of the semester and before registration. If you are unable to schedule a meeting with your Student Success Counselor, we hope that you visit us at our advising drop-in events which can be found on The Hub - Academic Services series. We would love to see you there!**
How the Lack of School Mental Health Staff Is Harming Students
In the wake of high-profile school shootings, many schools over the past decade have invested scarce educational funds into putting more police in schools. School districts have shown a near obsession with “hardening” schools despite federal data revealing that the real crisis of schools isn’t violence, but a broad failure to hire enough support staff to serve students’ mental health needs.
Today’s students are experiencing record levels of depression and anxiety and many forms of trauma. According to the Centers for Disease Control and Prevention, the suicide rate among children ages 10 to 17 increased by 70 percent between 2006 and 2016. Approximately 72 percent of children in the United States will have experienced at least one major stressful event — such as witnessing violence, experiencing abuse, or experiencing the loss of a loved one — before the age of 18.
School counselors, nurses, social workers, and psychologists are frequently the first to see children who are sick, stressed, or traumatized — especially in low-income districts. The benefits of investing in mental health services are clear: Schools with such services see improved attendance rates, better academic achievement, and higher graduation rates as well as lower rates of suspension, expulsion, and other disciplinary incidents. Data shows that the presence of school-based mental health providers not only improves outcomes for students, but can also Improve overall school safety.
By contrast, there is no evidence that increased police presence in schools improves school safety. Indeed, in many cases, it causes harm. When in schools, police officers do what they are trained to do, which is detain, handcuff, and arrest. This leads to greater student alienation and a more threatening school climate.
The glaring deficit of mental health staff in schools is inexcusable, especially given the growing use of law enforcement in schools. This dangerous combination is a central reason the most vulnerable students are being funneled into the school-to-prison pipeline.
47 states and D.C. don't meet the recommended student-to-counselor ratio
Given the clear benefits of investing in school mental health resources, it would make sense for school boards, school principals, and government leaders to be using every available resource to increase school-based health professionals. Yet, that has not been the trend. Instead, funding for police in schools has been on the rise, while public schools face a critical shortage of counselors, nurses, psychologists, and social workers. As this report reveals, millions of students are in schools with law enforcement but no support staff:
- 1.7 million students are in schools with police but no counselors
- 3 million students are in schools with police but no nurses
- 6 million students are in schools with police but no school psychologists
- 10 million students are in schools with police but no social workers
- 14 million students are in schools with police but no counselor, nurse, psychologist, or social worker
Even schools offering some mental health services are still grossly understaffed. Professional standards recommended at least one counselor and one social worker for every 250 students and at least one nurse and one psychologist for every 750 students and every 700 students respectively. These staffing recommendations reflect a minimum requirement.
Nonetheless, our report shows that 90 percent of students are in public schools that fail to meet these standards. Yet in those schools with a significant lack of health support staff, law enforcement presence is flourishing. Many states reported two to three times as many police officers in schools as social workers. Five states reported more police officers in schools than nurses.
The consequences for these funding decisions fall on the most vulnerable students. Historically marginalized students — such as students of color — often have to attend schools with fewer resources and supports, and teachers are often not equipped to deal with the special needs of children with disabilities. When there are no other support staff to address behavioral problems, some teachers request help from law enforcement. This results in an increased criminalization of school children: We found that schools with police reported 3.5 times as many arrests as schools without police. As a result, students with disabilities and students of color are frequently sent into the criminal system.
School Arrests and Referrals to Law Enforcement for Girls
Data Source: U.S. Department of Education, 2015-2016 Civil Rights Data Collection (CRDC)
Mental Health and Schools
According to the Centers for Disease Control, the suicide rate among children ages 10 to 17 increased by 70 percent between 2006 and 2016. It is estimated that nearly 35 million children in the U.S. have experienced at least one event that could lead to childhood trauma. About 72 percent of children in the U.S. will have experienced at least one traumatic event such as witnessing violence, experiencing abuse, or experiencing the loss of a loved one before the age of 18.
The majority of mental health needs first emerge during adolescence and are most effectively treated during this period. The data suggestes 1 in 5 youth will develop mental health difficulties, eventually warranting a diagnosis, and 1 in 10 youth will be affected by their mental health needs enough to require additional support services from schools. These mental health concerns can have serious impacts on students as they progress through school, and it contributes to nearly half of the youth eventually dropping out.
Up to 80 percent of youth in need of mental health services do not receive services in their communities because existing services are inadequate. Of those who do receive assistance, 70 to 80 percent of youth receive mental health care in their schools. Students are 21 times more likely to visit school-based health centers for mental health than community mental health centers. This is especially true in low-income districts where other resources are scarce. Therefore, school-based mental health providers (SBMH providers) — such as school counselors, nurses, social workers, and psychologists — are frequently the first to see children who are sick, stressed, traumatized, or hurt themselves or others.
Majority of states don't meet the recommended student-to-nurse ratios
Research has shown that the presence of school-based mental health providers can result in positive outcomes for students and Improve school safety generally. These schools have seen improved attendance rates, improved academic achievement and career preparation, improved graduation rates, and fewer disciplinary incidents and lower suspension and expulsion rates.
Police and Schools
No data indicates that police in schools Improve student safety, student educational outcomes, or student mental health. For example, a accurate evaluation of the impact of North Carolina’s state grant program for school-based police officers (called school resource officers) concluded that middle schools that used state grants to hire and train SROs did not report reductions in serious incidents like assaults, homicide, bomb threats, possession and use of alcohol and drugs, or the possession of weapons. In fact, there is some evidence suggesting that the SRO presence actually harms youth.
Research has indicated that having school-based police contributes to less inclusive school climates, and this makes students less safe. A 2018 study reviewing the impact of federal grants for school police on 2.5 million students in Texas found a 6 percent increase in middle school discipline rates, a 2.5 percent decrease in high school graduation rates, and a 4 percent decrease in college enrollment rates. Another 2018 study found more police in New York City neighborhoods hurt the test scores of Black male students.
Increased police presence in schools results in an expansion in the types of roles police play in schools, an increase in student referrals to police, an increase in student arrests, and accountability problems from student-police contact. The presence of police shifts the focus from learning and supporting students to over-disciplining and criminalizing them. Students are removed from classes, subjected to physical restraint, interrogation, and other risks to their rights to education, due process, and equal treatment.
Data from the National Center for Education Statistics also indicates a racial disparity in the effect of police in schools. Police in schools with predominantly students of color are significantly more likely to focus on maintaining school discipline compared to police in predominately white schools, while being less likely to coordinate with emergency teams in the presence of an genuine threat.
Moreover, law enforcement officers are often not qualified to work with children. Roughly 25 percent of school police surveyed by Education Week stated that they had no experience with youth before working in schools. Police are trained to focus on law and order, not student social and emotional well-being. This lack of training undermines effective behavior management. The tools of law enforcement — pepper spray, handcuffs, tasers, and guns — are ill-suited to the classroom. A 2018 report by the Advancement Project documented and mapped over 60 instances of police brutality in schools over the past eight years.
Racial Disparities
The use of police in schools has its roots in the fear and animus of desegregation. Students of color are more likely to go to a school with a law enforcement officer, more likely to be referred to law enforcement, and more likely to be arrested at school. Research also demonstrates that students who attend schools with high percentages of Black students and students from low-income families are more likely face security measures like metal detectors, random “contraband” sweeps, security guards, and security cameras, even when controlling for the level of misconduct in schools or violence in school neighborhoods.
Black girls are 4X more likely to be arrested in school than white girls nationally
Students With Disabilities
Students with disabilities are disproportionately arrested and physically harmed by school police as well. Overall, students with disabilities were nearly three times more likely to be arrested than students without disabilities, and the risk is multiplied at schools with police.
School Arrests and Referrals to Law Enforcement for Boys of Color with Disabilities
Data Source: U.S. Department of Education, 2015-2016 Civil Rights Data Collection (CRDC)
Our report found that Black boys with disabilities suffered an arrest rate 5 times the rate for all students. In nine states, their arrest rate was 10 or more times higher than the national rate for all students. Latino boys with disabilities also had school arrest rates 10 times higher than the rates for all students in three different states. Black and Latino boys with disabilities were only 3 percent of student enrollment nationally, but they comprised 12 percent of all student arrests.
Photo by Olu Eletu
The A-level test results are out in the UK. Over 350,000 teenagers have been placed on undergraduate courses, according to UCAS, the organization that manages applications to UK full-time higher education courses. And while they jump for joy, excited at the prospect of going to university, some social commentators and education critics are harrumphing.
They feel that despite their success, these exam-savvy youngsters are woefully ill-prepared for the real world. And that the ones who go to university are simply entering outdated institutions that don’t prepare them for the world of work.
Most university courses aren’t vocational. Yet, the debts that mount up throughout a course (an average of £50,000) are forcing students to create a “personal brand” and a portfolio of work before they leave – so that they have a chance of competing in a crowded marketplace once they graduate.
In the past, students were only expected to step-up their writing, thinking and analytical skills while at university. Now, they’re expected to take Instagram-worthy internships and use social media to network their way to success. They’re expected to document their skills and capabilities across a range of social media so that they can effectively secure work opportunities.
A report from the Department of Education showed that in 2017, graduates and postgraduates had higher employment rates than non-graduates. And that the average, working-age graduate earned £10,000 more than the average non-graduate.
So good, so far. But this emphasis on securing work is contributing to a hole in their university life. This manifests as poorer quality memorizing and writing skills on the essays they write throughout their course. And the writing they do in the business world. This is not new. And it’s not down to youngsters spending more time on Snapchat than perusing the abridged works of Shakespeare. But it’s a skill gap that doesn’t seem to be closing.
Many arrive at university after years of teachers “teaching to the test”. Students haven’t necessarily been given the opportunity to think for themselves. At least, not in an academic sense. Their teachers have been judged on results throughout their teaching careers. So, their primary task hasn’t been to help students to write fluently, or accurately. In fact, while 26.4% of exams scored an A or A*, just 1.8% of English language exams were graded A*. Overall, the teachers have done their jobs, which has been to get their pupils to pass. And the overall pass rate for 2018 sits at 97.6%.
But when school leavers get to university, many will find themselves in a quandary. It’s likely that they’ll feel a pressure “to get their money’s worth”. Yet, they’ll also be faced with a barrage of new concepts and theories. And they may not have the writing skills to communicate them effectively. Ironically, this can hamper their chances in the job market.
A Royal Literary Fund report called “Writing Matters” labeled the writing skills of students “shocking” and “inadequate”. What’s more, an academic survey cited in this report found that 90% of lecturers said it was necessary to teach writing skills to students. Yet, university is structured so that the teaching of writing skills is not embedded into courses. It’s a veritable chicken-and-egg situation.
In any case, qualifications alone don’t sell themselves anymore. So, students need to see themselves as a package, not as a vessel for their test results. They need to hone their soft skills – their ability to think well, write well, be emotionally intelligent and communicate with themselves and others. Employers want to hire people who are creative, resourceful and resilient.
So, as students crack open the prosecco and celebrate their results – I say we provide them a break. Going to university is a massive life transition in itself, as is starting work for the first time. It’s easy to forget the days when you couldn’t boil an egg. And it’s easy to forget that it’s the system itself that isn’t teaching students the writing and communication skills they need to truly succeed in life and work.
Four-day Classes
Examinations for subjects which have meetings in both the Monday/Wednesday/Friday (MWF) and Tuesday/Thursday (TT) sequences should be scheduled according to the sequence in which they have the greater number of times. If a class meets an equal number of times in each sequence, the examination should be scheduled according to the sequence which shows an earlier date or time in the examination schedule.
i.e., for MTWF or MWTHF courses, refer to the MWF examination time. For MTWTH of MTTHF courses, find both the MWF test time and the TT test time—your test is scheduled for whichever date/time is earlier.
Common test Times
All sections of Accounting 203 and 204 as well as all sections of Mathematics 171, 172, and 271
have a common test on Monday, December 11, 9:00 a.m.
Half-Semester Courses
Exams for undergraduate courses meeting during the first half of the semester will be
scheduled on the last day of class. Exams for undergraduate courses meeting during the
second half of the semester will be scheduled according to the test schedule above.
Labs and Combination Lecture/Lab Courses
Exams for labs, if given, should be administered during the final lab period. Exams for
combination lecture/lab classes should be administered according to the test schedule above.
One-credit PER and MUSC Courses
Exams for one-credit PER and MUSC courses, if given, will typically be scheduled for the final
class period.
Graduate Courses
Graduate courses will typically follow the full eight-week schedule, with the test on the final
day of class.
For Undergraduate Students
Your dedicated counselor is available to provide one-on-one support, help create an academic plan that works for you, and direct you to additional resources available through Academic Services. If you have a question about your academics and don't know who to ask, start with your success counselor!
Student Support Services participants: Reach out to your SSS counselor for all academic-related questions, including submitting forms. For questions or to schedule a meeting with your counselor, please contact (805) 493-3535 or email clusss@callutheran.edu.
Bachelor's Degree for Professionals students: Contact your academic counselor in the Professionals program for academic-related questions, counseling appointments, submitting forms, etc. For questions or additional information, please call (805) 493-3543 or email professionals@callutheran.edu.
Advising by Major
Make an AppointmentTo schedule an appointment with your Student Success Counselor, choose your major below and click the green "Make an appointment" button. Then follow these steps:
If you do not see a counselor in your major, please contact us in the Center for Student Success via email at advising@callutheran.edu |
Make an appointment | Make an appointment | |
| School of Management, Humanities, Undeclared | Natural Sciences | Social Sciences, Languages | Creative Arts, Interdisciplinary, Liberal Studies |
|---|---|---|---|
|
|
|
|
Harrow's GCSE students appear to have done better than ever in this year's examinations.
Harrow's GCSE students appear to have done better than ever in this year's examinations.
Provisional figures show that 56.7 per cent of students received five or more A* to C grades compared to 55.1 per cent last year.
Cllr Archie Foulds, portfolio holder for education, said: 'Once again our pupils, supported by their teachers and other school staff, have achieved some excellent and well deserved results.'
Securities Training Corporation
The combination of a high-quality study package for every need and budget, a responsive instructor hotline, and a money-back certain makes Securities Training Corporation our choice as the best overall test prep provider.
Securities Training Corporation (STC) was one of the first companies to offer test prep courses back when securities exams were first introduced in 1969. Since then, it has strived to be the industry leader. By adding a money-back certain to its offering of high-quality study packages, along with responsive instructor support, STC makes our list as the best overall test prep provider.
Starting at $323.95, STC's base study package, SIE/Series 7 Top-Off Standard, is as fully loaded as some other providers' premium packages. The enrollment, valid for six months, includes both online and printed study manuals, access to an instructor hotline, 24/7 tech support, and final exams. It also features Crunch Time Facts, which summarize the study manual's "must-know" facts by chapter.
With the next package tier, the $485.93 SIE/Series 7 Top-Off Premiere, students can add on-demand lectures and online flash cards. The flash cards, which can be organized by course, chapter, or FINRA test sections, allow students to test their knowledge and focus on areas of weakness. This package also comes with the pass certain and additional exams.
Finally, for $559.08, students can add live virtual or in-person classes with the SIE/Series 7 Top-Off Premier Plus package. The package also includes weekly instructor-led question-and-answer sessions.
STC boasts a self-published 95% pass rate. Between a high pass rate and its money-back guarantee, STC's test prep course offers students a great return on investment.
Below you will find a selection of the 2023-2024 academic year forms that our office may have requested and access to forms that you may optionally submit for a reconsideration of financial aid eligibility. We recommend that you carefully read the information on the forms, provide all requested supplementation documentation (as applicable), and be mindful of the signature certifications. Additional documentation and/or clarification may be needed upon request after the initial review of your document submission. Please contact our office for assistance if you have any questions while completing these forms.
Information on using the IRS Data Retrieval Tool (IRS DRT) and instructions on obtaining an IRS Tax Return Transcript or an IRS Verification of Non-filing Letter can be found in our website's Frequently Asked Questions section.
Commonly Requested Forms
Verification Worksheet - Dependent Student (fillable pdf form) - For Dependent Students selected for Verification.
Verification Worksheet - Independent Student (fillable pdf form) - For Independent Students selected for Verification.
Outside Scholarship/Resources Reporting Form (fillable pdf form) - Use this form to notify the Financial Aid Office of any scholarships or resources you have received from organizations or persons outside William & Mary.
2023 - 24 Graduate Student Enrollment Worksheet (fillable pdf form) - Use this form to report anticipated enrollment to our office. This ensures that the financial aid package we create accurately reflects your plans and costs.
2023 - 24 Undergraduate Student Enrollment Worksheet (fillable pdf form) - FLEX Track, Part-Time, December Graduates, Spring Transfers (fillable pdf form) - Use this form to report anticipated enrollment to our office. This ensures that the financial aid package we create accurately reflects your plans and costs.
Additional Financial Aid Forms
Appeal for Special Circumstances Consideration (fillable pdf form) -Use this form to report unforeseen changes in family financial situations not addressed by the FAFSA filing.
Dependency Override Form (pdf) - Only submit this form after consulting with your financial aid counselor.
Dependency Status Worksheet (fillable pdf form) - Only submit this form if requested. This form is used to clarify a student's response to questions 46 - 54 on FAFSA.
Dislocated Worker Verification Worksheet (fillable pdf form) - Only submit this form if we have specifically requested it.
Homeless Unaccompanied Youth Determination Form (fillable pdf form) - This form is used to clarify a student's response to questions 55 - 57 on FAFSA.
Identity and Statement of Educational Purpose (pdf) - Only submit this form if we have specifically requested it.
Monthly Budget Worksheet (fillable pdf) - Only submit this form if we have specifically requested it.
Original Citizenship Document Affidavit (pdf) - Students required to submit citizenship documents should present them in person to the Office of Financial Aid. When it is impossible to come in person, complete this form and mail legible copies of your citizenship documents to our office. DO NOT submit this form if you can bring your original document to the Financial Aid Office.
Sibling Enrollment Verification Form (pdf) - This form is used to certify a W&M Student's sibling enrollment in a college/university program at least half-time. Only submit this form if we have specifically requested it.
Below you will find a selection of the 2022-2023 academic year forms that our office may have requested and access to forms that you may optionally submit for a reconsideration of financial aid eligibility. We recommend that you carefully read the information on the forms, provide all requested supplementation documentation (as applicable), and be mindful of the signature certifications. Additional documentation and/or clarification may be needed upon request after the initial review of your document submission. Please contact our office for assistance if you have any questions while completing these forms.
Information on the IRS Data Retrieval Tool (IRS DRT) and instructions on obtaining an IRS Tax Return Transcript or an IRS Verification of Non-filing Letter can be found on our website's Frequently Asked Questions website.
Commonly Requested Forms
Verification Worksheet - Dependent Student (fillable pdf form) - For Dependent Students selected for Verification.
Verification Worksheet - Independent Student (fillable pdf form) - For Independent Students selected for Verification.
Outside Scholarship/Resources Reporting Form (fillable pdf form) - Use this form to notify the Financial Aid Office of any scholarships or resources you have received from organizations or persons outside William & Mary.
2022 - 23 Graduate Student Enrollment Worksheet (fillable pdf form) - Use this form to report anticipated enrollment to our office. This ensures that the financial aid package we create accurately reflects your plans and costs.
2022 - 23 Undergraduate Student Enrollment Worksheet (fillable pdf form) - FLEX Track, Part-Time, December Graduates, Spring Transfers (fillable pdf form) - Use this form to report anticipated enrollment to our office. This ensures that the financial aid package we create accurately reflects your plans and costs.
Additional Financial Aid Forms
Appeal for Special Circumstances Consideration (fillable pdf form) - Use this form to report unforeseen changes in family financial situations not addressed by the FAFSA filing.
Computer Expense/Budget Increase Request (fillable pdf form) - Submit this form for consideration of a one-time budget increase to cover the cost of a computer for the 2022 - 2023 academic year. Note: Approved increases will not result in additional grant funds but in loan opportunities.
Dependency Override Form (pdf) - Only submit this form after consulting with your financial aid counselor.
Dependency Status Worksheet (fillable pdf form) - Only submit this form if specifically requested to do so. This form is used to clarify a student's response to questions 46 - 54 on FAFSA.
Dislocated Worker Verification Worksheet (fillable pdf form) - Only submit this form if we have specifically requested it.
Homeless Unaccompanied Youth Determination Form (fillable pdf form) - This form is used to clarify a student's response to questions 55 - 57 on FAFSA.
Identity and Statement of Educational Purpose (pdf) - Only submit this form if we have specifically requested it.
Monthly Budget Worksheet (fillable pdf) - Only submit this form if we have specifically requested it.
Original Citizenship Document Affidavit (pdf) - Students required to submit citizenship documents should present them in person to the Office of Financial Aid. When it is impossible to come in person, complete this form and mail legible copies of your citizenship documents to our office. DO NOT submit this form if you can bring your original document to the Financial Aid Office.
Sibling Enrollment Verification Form (pdf) - This form is used to certify a W&M Student's sibling enrollment in a college/university program at least half-time. Only submit this form if we have specifically requested it.
2023 Undergraduate Summer Financial Aid Application (pdf) - Use this form to report your enrollment plans to your financial aid counselor so they can establish a financial aid package for the summer sessions. Study abroad students will only complete this form if they also plan to take W&M classes during the summer.
2023 Graduate Summer Financial Aid Application (pdf) - Use this form to report your enrollment plans to your financial aid counselor so they can establish a financial aid package for the summer sessions.
IN the LAMDA examinations held on November 24 and 25, the pupils of Jean Willis of Great Harwood achieved the following results.
Speaking of Verse
and Prose
Honours: Tanith Hope, Meera Kumar, Matthew Nolan, Shereen Perera, Sepideh Zekavat.
Distinctions: Emily Ashworth, Gemma Bland, Laura Charnley, Kaitlin Duggan, Zahra Hanif, Amy Howarth, Olivia Hunter, Elise Leaver-Heaton, Rosie Pilling, Heather Kerr (Silver Medal).
Pass: Rachel Batchelor, John Burton, Sue-Marie George, Hazel Rycroft, Alexander Spencer, Jemma Walsh, Alexander George (Bronze Medal).
Reading for perfomance
Distinction: Heather Kerr.
Spoken English
Distinction: Ruth Fish, Chuan Voong, Laura Brown, Emma Fish (Certificate of Merit).
Pass: Sumeet Chattree, Shehan Perera.
Public Speaking
Honours: Alexander George (Bronze Medal).
