Staff Editorial: Let’s focus on prevention, not problems

According to the Illinois School Report Card, 571 incidents were reported in 2023 at Oswego High School. Of those, 244 students received disciplinary action as a result, indicating that many of these are repeated offenses, and 131 of these involved violence or attempted violence. This winter, a variety of conflicts have taken place at OH and ended in fighting or violence. This issue has been a topic of discourse for the district and student body alike.

“It’s kind of hard for me to understand because I’ve never really known a school where I kind of have to look over my shoulder 24/7, going to school, I do feel safe, but then one small thing will happen and I’m petrified,” said junior Maddie Pope.

These issues don’t stem from inherently violent people. Numerous factors play into these conflicts. The struggles of daily life combined with the teen mental health crisis are prevalent triggers. According to the American Psychological Association, the longer effects of COVID isolation also play a potential role, where students were socially isolated during key points in the brain’s development. Missing the necessary socialization during this period makes students less likely to understand how to problem-solve and deal with difficult types of social interaction. 

OH Director of Student Services Patti Marcinko said, “[Student behavior] changed in a number of ways, I think there’s increased anxiety, increased depression,so it’s that side of things, all things that can play into people’s school lives and personal lives.”

“Then there’s that other side of things, like that anger and more aggressive side of behavior that I’ve seen increase,” Marcinko added.

The ultimate question is not how we deal with these situations when they occur, but how we can prevent them from happening in the first place.

Most commonly, these conflicts don’t arise out of nowhere; instead, they happen as a result of students not knowing how to solve problems properly and effectively. According to Education Weekly, “students can display a range of crisis reactions, which may include aggression.” 

“We often say there’s a small percentage of students who have anger and fighting issues like that, and it seems more prevalent recently,” said Marcinko. “Some people turn inward, that becomes anxiety and depression, and some people turn outward, and it turns into more aggressive behavior and difficulty managing your anger.”

Learning how to handle emotions in crisis is the key to limiting these conflicts. Several resources are available to students to identify these emotions and learn how to manage them without conflict. One measure is the Panther Pause Room within the OH Student Services offices.

“The Panther Pause room in Student Services is accessible for students to identify proactive and positive coping skills to manage their emotional regulation as needed,” said OH Assistant Principal Andrea Parker.

In addition to the Panther Pause room, several rooms around OH have designated “calming corners.” These are quiet, safe spaces for students to take a break from classroom instruction and regulate their emotions. The corners include calming techniques, coloring sheets, fidgets, and more. Teachers who have these corners include Jennifer Keto in room 207, Jesse Ortiz in room 169, Sarah Carlson in room 211, Amy Howerton in room 238, and Wendy Monn in room 12. 

“The calming corner [gives] students an opportunity to relieve stress from work and take a break while still in the classroom,” said junior Josie Reiseck.  

The TALK program, run by BIONIC, also helps high school students feel connected as a student body. These connections are essential for high school students. According to the CDC, when students feel connected to each other they are at less risk for violence, poor mental health, and drug abuse. 

“In addition to programs such as the Signs of Suicide program that educates students on how to support depression awareness and suicide prevention that all students [can] participate into optional programs like TALK that support connection within the school community with peers and staff,” said Parker.

TALK allows students a space to connect and experience their feelings in a safe environment. Processing complicated emotions is a major preventative measure to stop conflicts from happening. 

According to North Central College, “Clear and proper communication helps resolve personal and professional problems, but it can also prevent similar situations from happening in the future.”

The school’s student services manage several small “help groups” during the school day as well to help students cope with varying issues. 

“We’ve had anger management, just coping skills, grief and loss [[…]] students get a survey in their guided studies to see any issues they’re experiencing, and from those surveys and from social workers, counselors, [and] psychologists also making referrals for students that’s how those groups develop,” said Marcinko.

The various programs available can be curated to each student to best suit their emotional needs and the level of support they require. 

“I believe that open dialogue and reflection at the individual level, among groups, organizations, and institutions is critical for the identification of how to more proactively support the needs of stakeholders served,” Parker said.  

She continued, noting the value in “address[ing] any gaps or practices that may impede awareness of healthy habits, structures and resources that support caring for one’s individual or the collective mental health of people served.”

Ultimately, combating the teen mental health crisis and the emotional well-being of students is the first step to limiting these conflicts and creating a safe school environment. Prevention of violent situations should be a top priority in the health and safety of students.