The proposal to push school start times later once again shifts the responsibility of raising children onto the school system (“Science says children need more sleep. Can Baltimore County schools start later?” Nov. 25). Instead of asking schools to change their schedules to accommodate sleep habits, shouldn’t we expect parents to actually parent their children and make sure they go to bed early?
Teachers already face enormous challenges in managing students with behavioral and mental health issues. Every day, educators encounter children as young as six becoming violent — sometimes assaulting teachers and other students. On other days, a child unhappy with instructions may refuse to sit, overturn desks, tear down posters and decorations (often purchased by teachers themselves), or even run out of the classroom.
Many of these children have never been taught how to process disappointment or anger. Some cannot even articulate what they feel or why. Others struggle with legitimate mental health conditions that parents refuse to acknowledge — whether to avoid stigma or because addressing the issue requires effort. When these children act out, teachers must protect the class, prevent further damage and safeguard the child in crisis. Yet consequences are minimal: Typically, the child is removed, calms down in a quiet space and then returns — only to repeat the behavior next time. Meanwhile, the teacher is trying to educate 23 or 24 other students and maintain a safe, structured environment.
Schools already provide transportation, meals, clothing and even teach basic manners and social norms — responsibilities that should fall to parents. Now we’re expected to ensure children get enough sleep by changing school schedules? At what point do parents become accountable for their own children?
— Andrew G. Kelly, Sparks Glencoe
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