School Shootings and Early Childhood: What’s the Link?

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This isn’t the kind of thing I typically write about – and it would certainly seem to have nothing to do with early childhood – but, like most of us, I’ve been thinking a lot about school shootings. I’ve found myself asking: Whatisit that incites such rage in these young people that they seekillingas the only resort?

Immediately following all of these incidents, everybody talks about the need for better attention to mental health, in addition to gun control. I couldn’t agree more that that’s essential. But if you’re like me, you’re probably thinking about mental health as it relates to people old enough to purchase or acquire guns. People who have been bullied or ignored for so long that something finally snaps in them.

Upon reflection, however, I’ve realized we can probably assume that the kind of anger, frustration, and helplessness – the mental health issues – evident in school shooters doesn’t just suddenly crop up. Itbuilds! And based on what I know to be happening in the education and lives of today’s young children, I’m firmly convinced that it often begins in early childhood.

Let’s think about it. According to a 2013report, depressionaffects approximately 4% of preschoolers in the United States today, with the number diagnosed increasing by23% every year. And here’s a depressinggraphicfrom 2013:

children psychiatric drugs

Why are so many preschoolers depressed and on psychiatric drugs? Yes, there are those whose conditions are inherited from parents. But I also read and hear enough stories from parents and early childhood professionals to know that we as a society are making an awful lot of little ones awfully unhappy. And why shouldn’t they be unhappy?

We are taking away their play – something thatNancy Carlsson-Paigecalls a biological imperative – a statement with which experts around the globe agree.

We are demanding that they accomplish things for which they are in no way developmentally equipped. Ready or not, we want them to read by the end of kindergarten. Ready or not, we expect them to play like Beckham before they’re barely passed the wobbling stage. As mentioned inthis post, we insist that they sit still and be able to properly grasp a pencil at age three, or to memorize the meaning of a word likehypothesis, when it has absolutely no relevance in their lives – because they have to get “ready for being four.”

We give them no downtime at all, which I’veargued previouslyis detrimental to their mental health. How are they supposed to enjoy their lives when they’re constantly being told how to live them? When their every moment is scheduled for them? When downtime is essential foreverybody’smental health?

We treat them as though they exist only from the neck up, and that only theirbrains matter, when the research – and good common sense – validates the mind/body connection.

We stifle the natural creativity with which they’re born (not to mention their love of learning) with worksheets, standardized tests and curriculums, and an insistence upon rote – as opposed to active, authentic – learning. With our insistence uponconformity!

Wepit them against one anotherwith our focus on competition and winning.

We stick them in front ofscreens, where they lead sedentary lives filled with “virtual” relationships, as opposed to the ones they should be forming with real people. When the research clearly shows that social/emotional development is essential in early childhood.

We take away their security and sense of control by making themafraid ofeverything!

I’ve written about all of these issues — and more! — and reviewing them is pretty upsetting. So, imagine how the children feel, having to live with all of them. Imagine the frustration and helplessness building as their freedoms are taken from them, including the freedom to just be children. As they are given so littlechoice. As they become more and more disconnected from the real world and the people in it.

Some will snap. Not all of them, certainly, and not even the majority. But those who do will, in one way or another,have lost their lives. Lost the promise and the potential with which they were born. And they will have cost the lives of numerous others.

So, yes, unfortunately, thisisa blog about both school shootings and early childhood. I fear that until we stop treating young children like small adults – until we start allowing them to experience childhood as it was meant to be experienced – we will see this kind of rage over and over and over again.

I apologize if I’ve depressed you This is by far the heaviest piece I’ve ever written. But we have to do more than wring our hands and weep copious tears when we hear of school shootings. Each of us has to keep fighting the good fight. Parents only want the best for their children, but they don’t always know what that is. Policymakers don’t always know — or seem to care — about the research concerning what’s best for children. That’s why each of us has to do our part to educate both groups. Each of us has to do whatever we can to create change!

This piece was originally published at www.raepica.com.

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