Children today are noticeably different from previous generations, and the proof is in the news coverage we see every day. This site shows you what’s happening in schools around the world. Children are increasingly disabled and chronically ill, and the education system has to accommodate them. Things we've long associated with autism, like sensory issues, repetitive behaviors, anxiety and lack of social skills, are now problems affecting mainstream students. Blame is predictably placed on bad parenting (otherwise known as trauma from home).
Addressing mental health needs is as important as academics for modern educators. This is an unrecognized disaster. The stories here are about children who can’t learn or behave like children have always been expected to. What childhood has become is a chilling portent for the future of mankind.
Anne Dachel, Media editor, Age of Autism
(John Dachel, Tech. assist.)
"What will happen in another 4 years? How can we go on like this? This is a national (and international) problem of monumental proportions. We have an entire new class of children who cannot be accommodated by the system: many are manifestly neurologically impaired. Meanwhile, the government and the medical profession sleep on regardless."
UK media editor, Age of Autism
"The generation of American children born after 1990 are arguably the sickest generation in the history of our country."
Robert F. Kennedy, Jr.
“It seemed to me that with rising autism prevalence, you’d also see rising autism costs to society, and it turns out, the costs are catastrophic.”
“They calculated that in 2015 autism cost the United States $268 billion and they projected that if autism continues at its current rate, we’re looking at one trillion dollars a year in autism costs by 2025, so within five years.”
Toby Rogers, PhD, Political economist
2 min read
(UK) Permanent exclusions "more common among vulnerable pupils"
Feb 26, 2020, Telegraph: Vulnerable pupils are being excluded from schools and it's not always legal https://www.telegraph.co.uk/education-and-careers/2020/02/26/school-exclusions-rise-will-fail/Exclusion is on the rise, particularly for vulnerable pupils. Relying on exclusion for better outcomes is a risky and unproven tactic.
On Tuesday, The Marmot Review 10 Years On presented evidence on the rise of school exclusions, as part of a wide-ranging review into progress on key health and education indicators since 2010. According to government statistics, since 2013, 2,900 extra young people have been permanently excluded from secondary school.
But official exclusion statistics only scratch the surface of the story. They significantly underestimate the number of pupils being removed from school rolls for reasons that may not be in their interests. Education Policy Institute research has found that 1 in 10 pupils finishing their GCSEs in 2017 left a secondary school for reasons unrelated to family concerns – an increase from earlier year groups. …
We know that exclusions and unexplained pupil exits from schools are more common among vulnerable pupils: nearly 1 in 6 disadvantaged children left a school during the five years of secondary school.
Living in challenging circumstances is often linked to one or more vulnerabilities, such as social, emotional and mental health needs, that may lead to behavioural issues in the classroom. Being disadvantaged intersects with other characteristics that are associated with exclusion: children in the care system, children with special educational needs (SEND) and children from Black Caribbean backgrounds.
As Professor Sir Michael Marmot highlights in his scathing review, the increase in permanent exclusions at secondary level since 2013 has also been greater for disadvantaged children. …
Currently, just 1 in every 100 excluded pupils get the 5 passes at GCSE that they need to succeed in the labour market. The quality of schools for excluded pupils (called alternative provision) is highly variable and these children’s complex needs are not always catered for.
An IPPR report found that once a child is excluded, they are twice as likely to be taught by an unqualified teacher. Researchers at the University of Exeter found that being excluded could exacerbate existing mental ill health and trigger long-term psychiatric illness.
At a time of rising child poverty and mental ill health among young people, the vulnerabilities associated with exclusion are increasing. To fully understand the impact that exclusions are having, it is imperative that the government improves the quality of official statistics so that it captures the full extent of pupil exclusion. …