ARTICLES | Beyond The Spectrum

The Power of Human Touch

By M. Friedmann Issue 1:1/25

Human touch is fundamental to our development, influencing our physical, emotional, and social well-being from infancy through adulthood. In the early stages of life, positive tactile interactions are crucial for reaching developmental milestones and fostering social skills. However, as societal interactions have evolved, particularly with the rise of digital communication, the frequency and quality of physical touch have diminished, potentially contributing to various negative behavioral trends.

The Role of Positive Touch in Early Development

From birth, infants rely on touch as a primary means of communication and comfort. Gentle physical contact, such as cuddling and holding, not only soothes but also stimulates brain development. Studies have shown that infants who experience regular positive touch exhibit better social engagement, reduced fussiness, and enhanced cognitive and motor development compared to those who receive minimal physical contact. (ncbi.nlm.nih.gov)

Furthermore, touch plays a pivotal role in the development of social-emotional skills. Through tactile interactions, infants learn to interpret emotional cues, build trust, and form secure attachments with caregivers. These early experiences lay the foundation for empathy, emotional regulation, and effective communication in later life. (virtuallabschool.org)

Impact on Individuals with Sensory Deficits, Disabilities, and Autism

For individuals with sensory processing challenges, including those on the autism spectrum, touch can have varied effects. While some may find certain tactile sensations overwhelming, structured and positive touch experiences can be beneficial. Therapeutic interventions often incorporate controlled touch to help desensitize adverse reactions and promote social engagement. When tailored to individual needs, positive touch can enhance comfort levels, reduce anxiety, and support the development of social skills.

Evolution of Human Interaction and Behavioral Implications

Over the past century, particularly from the 1930s to 2025, societal shifts have transformed the nature of human interaction. The advent of digital technology has led to a decline in face-to-face communication and physical contact. A 2025 article in The Atlantic challenges the notion of a loneliness epidemic but acknowledges that measuring loneliness is complex, as societal definitions and expectations of friendships have evolved. (theatlantic.com)

This reduction in physical interaction may contribute to increased feelings of isolation, mental health challenges, and a decline in social cohesion. The decrease in positive touch experiences could be a factor in these negative behavioral trends, underscoring the importance of maintaining physical connections in an increasingly digital world.

Conclusion

Human touch is not merely a comforting gesture; it is a critical component of healthy development and social functioning. As we navigate the complexities of modern society, it is essential to recognize the enduring value of positive tactile interactions. By fostering environments that encourage appropriate and meaningful touch, we can promote well-being and counteract some of the negative behavioral trends associated with our evolving modes of interaction.

SOURCES: ncbi.nlm.nih.gov Developmental Stages of Social Emotional Development in Children September 17, 2022 virtuallabschool.org Social-Emotional Development: Infants and Toddlers theatlantic.com The Myth of a Loneliness Epidemic January 24, 2025 britannica.com Social change | Definition, Types, Theories, Causes, & Examples December 15, 2024 formalpsychology.com History Of Social Psychology (2025) October 3, 2024 growtherapy.com The Evolution and Impact of Social Psychology Through Time May 20, 2024 cdc.gov Positive Parenting Tips: Infants (0–1 years) | Child Development | CDC May 15, 2024 ncbi.nlm.nih.gov Developmental Stages of Social Emotional Development in Children September 17, 2022 nida.nih.gov Drugs, Brains, and Behavior: The Science of Addiction: Preface | NIDA July 5, 2020 history.com Social Darwinism ‑ Definition, Examples, Imperialism | HISTORY April 5, 2018 chrichmond.org Sensory and social skill development: Newborn to 2 years Why are social skills and sensory skills important? michigan.gov Social & Emotional Development for Infants (Birth - 12 Months) virtuallabschool.org Social-Emotional Development: Infants and Toddlers Social-emotional milestones en.wikipedia.org Behavioral modernity mdpi.com The Evolution of Human Social Behavior - MDPI helpmegrowmn.org Social & Emotional Milestones - pnas.org Within-individual changes reveal increasing social selectivity with apa.org Cognitive and Social Skills to Expect From 0 to 18 Months playitforwardtherapy.net The Most Important Social-Emotional Milestones for Baby's First Year babysensory.com.au The Power of touch - Baby Sensory depts.washington.edu [PDF] Developmental Milestones Table frontiersin.org Toward a Psychology of Social Change: A Typology of Social Change

Avian-Assisted Intervention: Tweethearts

By M. Friedmann Issue 1:1/25

Animal-assisted interventions (AAIs) have long been recognized for their therapeutic benefits across various mental and physical health conditions. While dogs and horses are commonly associated with AAIs, avian-assisted interventions, particularly involving birds like conures and parrots, are emerging as effective therapeutic partners. These intelligent and social creatures offer unique advantages for individuals with Autism Spectrum Disorder (ASD), Emotional Behavioral Disorders (EBD), Post-Traumatic Stress Disorder (PTSD), anxiety, and high blood pressure.

Avian Companions: A Unique Therapeutic Bond

Birds, especially parrots and conures, are known for their intelligence, vibrant personalities, and ability to form deep bonds with humans. Their playful nature and capacity for mimicry can engage individuals in ways that promote emotional connection and cognitive stimulation. Interacting with these birds can provide sensory experiences that are both calming and stimulating, making them suitable companions in therapeutic settings.

Impact on Autism Spectrum Disorder and Emotional Behavioral Disorders

For individuals with ASD and EBD, structured interactions with birds can enhance social engagement and emotional regulation. The responsibility of caring for a bird, such as feeding or training, can foster routine and predictability, which are beneficial for those with autism. The non-judgmental presence of a bird can also encourage individuals to express themselves more freely, aiding in the development of communication skills.

Alleviating Symptoms of PTSD and Anxiety

The companionship of birds has been linked to reductions in anxiety and PTSD symptoms. Engaging with birds can divert attention from distressing thoughts, providing a sense of purpose and grounding. The rhythmic sounds of a bird's chirping or the act of gentle petting can have a soothing effect, helping to lower anxiety levels.

Physiological Benefits: Lowering Blood Pressure

Interactions with therapy animals, including birds, have been shown to induce physiological changes that promote relaxation. Studies indicate that such interactions can lead to reductions in blood pressure, decreased cortisol levels, and increased release of oxytocin, contributing to improved cardiovascular health.

Supporting Evidence and Future Directions

While research specifically focusing on avian-assisted interventions is still developing, existing studies on AAIs provide a promising outlook. A comprehensive review highlighted the efficacy of AAIs in reducing PTSD symptomatology and depression, suggesting potential benefits across various conditions. (pmc.ncbi.nlm.nih.gov)

Conclusion

The integration of birds like conures and parrots into therapeutic practices offers a novel and effective approach to supporting individuals with various health challenges. As the field of avian-assisted interventions grows, it holds the promise of enriching therapeutic options and enhancing the well-being of many.

SOURCES: pmc.ncbi.nlm.nih.gov Effectiveness of animal-assisted interventions for children and adults ... integrmed.org The Role of Animal Assisted Therapy in the Rehabilitation of Mental ...October 22, 2024 yellowbusaba.com How Animals Aid in Autism Therapy? - Yellow Bus ABA June 26, 2024 cabidigitallibrary.org Bird-assisted treatment in vulnerable people: A literature review June 6, 2024 cabidigitallibrary.org Bird-assisted treatment in vulnerable people: A literature review June 6, 2024 psychnews.psychiatryonline.org How Companion Animals Can Participate in Treatment of Mental ...August 22, 2023 pmc.ncbi.nlm.nih.gov Human Health Benefits of Non-Conventional Companion Animals December 20, 2022 tweethearts.org Avian-Assisted Intervention | Tweethearts July 12, 2022 northbrisbanepsychologists.com.au Therapy animals: Emotional support from a parrot!? October 5, 2019 lafeber.com Parrots As Service Animals – Pet Birds by Lafeber Co. May 24, 2016 forparrots.com Parrots As Animal Assisted Therapy September 6, 2013 pmc.ncbi.nlm.nih.gov Effectiveness of animal-assisted interventions for children and adults ... pmc.ncbi.nlm.nih.gov An Evaluation of Animal-Assisted Therapy for Autism Spectrum ... habri.org Mental Health Conditions | HABRI en.wikipedia.org Animal-assisted therapy avianwelfare.org [PDF] The welfare and suitability of parrots as companion animals: a review e-counseling.com What is Animal-Assisted Therapy?

Emotional Behavioral Disorders (EBD): What It Is

By M. Friedmann Issue 1:1/25

Emotional and Behavioral Disorders (EBD) encompass a range of mental health challenges that significantly impact students' academic performance and social interactions. These disorders are characterized by difficulties in managing emotions and behaviors, leading to disruptive actions in educational settings.

Understanding Emotional and Behavioral Disorders

EBD includes conditions such as anxiety disorders, bipolar disorder, conduct disorders, eating disorders, and obsessive-compulsive disorder. Students with EBD may exhibit behaviors like aggression, defiance, withdrawal, or excessive fearfulness, which can hinder their learning and that of their peers.

Prevalence in K-12 Students

Approximately 7% of children aged 3-17 have been diagnosed with behavior disorders, with higher prevalence in males (10%) compared to females (5%). (cdc.gov)

Additionally, about 6% of students with disabilities are classified as having an emotional disturbance nationally. (edweek.org)

Challenges in Educational Environments

Students with EBD often struggle with self-regulation—the ability to manage their emotions and behaviors in response to environmental demands. This difficulty can lead to classroom disruptions, conflicts with peers and teachers, and challenges in following instructions. The unpredictable nature of these behaviors makes it challenging for educators to maintain a conducive learning environment.

Effective Interventions

Addressing EBD in educational settings requires comprehensive strategies:

Positive Behavioral Interventions and Supports (PBIS): Implementing school-wide frameworks that promote positive behavior through consistent expectations and reinforcement.
Social Skills Training: Teaching students appropriate social interactions to improve peer relationships and reduce isolation.
Self-Monitoring Techniques: Encouraging students to track their behaviors increases self-awareness and accountability.
Individualized Education Programs (IEPs): Developing tailored plans that address specific needs, incorporating academic and behavioral goals.
Trauma-Informed Practices: Recognizing the impact of trauma on behavior and integrating supportive strategies to create a safe learning environment.

The Importance of Early Intervention

Early identification and support are crucial. Without timely intervention, students with EBD are at a higher risk of academic failure, dropping out of school, and facing challenges in adulthood. Implementing evidence-based interventions can significantly improve outcomes, fostering better academic performance and social integration.

Conclusion

While Emotional and Behavioral Disorders present significant challenges in educational settings, understanding and implementing effective interventions can lead to positive outcomes. By fostering supportive and inclusive environments, educators can help students with EBD thrive academically and socially.

SOURCES: cdc.gov Data and Statistics on Children's Mental Health - CDC August 18, 2024 edweek.org Students With Emotional Disabilities: Facts About This Vulnerable ... March 18, 2018 researchgate.net (PDF) Interventions for Students With Behavioral Disorders October 21, 2024 cdc.gov Data and Statistics on Children's Mental Health - CDC August 18, 2024 positiveaction.net Teaching Strategies For Emotional And Behavioral Disorders September 18, 2023 socialsci.libretexts.org 5.3: Prevalence of Emotional and Behavioral Disorders May 25, 2023 journals.sagepub.com A Meta-Analysis of Behavior Interventions for Students With ...March 19, 2023 edweek.org Students With Emotional Disabilities: Facts About This Vulnerable ...March 18, 2018 sites.ed.gov Children Identified With Emotional Disturbance - ED.GOV ed.gov [PDF] Supporting Child and Student Social, Emotional, Behavioral, and ... cdc.gov Health E Stats - Emotional and Behavioral Difficulties in Children ospi.k12.wa.us [PDF] Best Practices Guide to Intervention - OSPI mona.uwi.edu [PDF] Evidence-Based Teaching Strategies for Students With EBD whocaresaboutkelsey.com Statistics | Who Cares about Kelsey? publications.ici.umn.edu Students with Emotional/Behavioral Disorders: Promoting Positive ... pmc.ncbi.nlm.nih.gov Estimating the Prevalence of Early Childhood Serious Emotional ... pmc.ncbi.nlm.nih.gov Refining an intervention for students with emotional disturbance ... ncbi.nlm.nih.gov CHILD AND ADOLESCENT MENTAL HEALTH - NCBI do2learn.com Strategies for Emotional Disturbance - Do2Learn digitalshowcase.lynchburg.edu [PDF] Demographic Trends in Educational Programs for Students with ...

Bridging the Gap: The Crucial Role of Special Education Transition Services

By M. Friedmann Issue 1:1/25

For students with disabilities, the transition from high school to adulthood is one of the most challenging and uncertain phases of life. While in school, students are protected and supported under the Individuals with Disabilities Education Act (IDEA), which mandates services tailored to their individual needs. However, upon graduation or aging out of the public school system, these supports disappear, leaving many ill-prepared for independent living, employment, and higher education. The shift from IDEA’s structured framework to the broader Americans with Disabilities Act (ADA) and adult-based services often leads to gaps in support, creating significant challenges for young adults with disabilities such as Autism Spectrum Disorder (ASD), intellectual disabilities, and physical impairments.

This is why Special Education Transition Services are not just helpful—they are critical. They serve as a bridge between school and adult life, providing students with the skills and resources they need to live, work, and participate in their communities with greater independence.

The Harsh Reality of Leaving IDEA Protections

Under IDEA, students with disabilities are entitled to an Individualized Education Program (IEP), which outlines necessary accommodations, modifications, and specialized instruction to support academic and functional skills. However, when they graduate or turn 21, these legally mandated services end.

Upon exiting IDEA, individuals must navigate adult disability services, which are often fragmented and difficult to access. Unlike in public education, adult services are not entitlements, meaning eligibility is often determined by resource availability, funding, and strict qualification criteria rather than individual needs.

For example:

A student with autism who once had a dedicated classroom aide may now struggle to receive adequate vocational support or job coaching.
A young adult with an intellectual disability may have difficulty obtaining Social Security benefits due to complicated application processes.
A wheelchair user may face accessibility barriers in higher education or employment that were previously addressed through school-based accommodations.

Without proper transition planning, these students can fall through the cracks, leading to unemployment, dependence on family caregivers, and social isolation.

Why Transition Services Matter

Special Education Transition Services, as mandated by IDEA, help prepare students for life beyond high school by equipping them with essential skills in:

Independent Living: Budgeting, cooking, using public transportation, and managing self-care.
Employment: Job training, resume building, interview skills, and workplace accommodations.
Higher Education: Navigating disability services in college, applying for accommodations, and time management.
Self-Advocacy: Understanding legal rights, requesting reasonable accommodations under ADA, and making informed decisions.

Studies highlight the importance of transition planning in improving post-secondary outcomes. According to the National Longitudinal Transition Study-2 (NLTS2):

Only 38% of young adults with disabilities were employed within two years of leaving high school, compared to 74% of their non-disabled peers.
26% of students with disabilities enrolled in college, compared to 68% of their peers.
Individuals with transition services were significantly more likely to secure employment or post-secondary education opportunities.

These numbers underscore the dire need for comprehensive transition support that extends beyond high school.

The Lifelong Impact of Transition Services

When implemented effectively, transition services empower students to become as independent as possible. Success stories include:

Young adults with ASD gaining employment through structured job training programs and supported work environments.
Individuals with intellectual disabilities successfully navigating independent living through community-based living programs.
Students with significant physical disabilities achieving academic success with the right college disability accommodations and assistive technology.

However, not all students have access to high-quality transition planning, leaving many unprepared for life after high school.

What Needs to Change?

Extended Transition Services Beyond High School
- Many states allow students to receive transition services until age 21—this should be expanded nationally.
Better Coordination Between Schools and Adult Services
- Schools, vocational rehab programs, and disability service providers must work together to ensure a seamless transition.
Increased Funding for Vocational & Independent Living Programs
- Many young adults with disabilities want to work but lack adequate job training and employer accommodations. Investment in supported employment programs is essential.
Greater Access to Community-Based Services
- Post-high school supports, such as independent living training, financial literacy programs, and social skills groups, should be expanded.
Parental and Self-Advocacy Training
- Families and students must be educated on their rights under the ADA, Section 504 of the Rehabilitation Act, and the Workforce Innovation and Opportunity Act (WIOA).

Conclusion: A Call to Action

The transition from high school into adulthood should be an empowering journey for students with disabilities—not one filled with uncertainty and barriers. Without proper transition services, we set these individuals up for failure.

It’s time to prioritize structured, well-funded, and individualized transition services so that every student—regardless of their disability—has the tools they need to live independently, gain meaningful employment, and contribute to society.

We must stop treating transition as an afterthought and start recognizing it as a fundamental right.

SOURCES: iris.peabody.vanderbilt.edu Page 2: Transition Planning - IRIS Center - Vanderbilt University ies.ed.gov The Post-High School Outcomes of Young Adults With Disabilities ... washingtonstatestandard.com WA students with disabilities have poor outcomes post-high school March 24, 2024 tullylegal.com Special Education Transition Planning: What Is it and Why Is it ... November 26, 2024 washingtonstatestandard.com WA students with disabilities have poor outcomes post-high school March 24, 2024 degree.lamar.edu Why is Transition Planning Important in Special Education? August 15, 2021 ies.ed.gov The Post-High School Outcomes of Young Adults With Disabilities ... ies.ed.gov [PDF] The Post-High School Outcomes of Young Adults With Disabilities ... iris.peabody.vanderbilt.edu Page 2: Transition Planning - IRIS Center - Vanderbilt University app.leg.wa.gov [PDF] Post-School Outcomes for Students with Disabilities - WA.gov peatc.org Why is Transition Planning Important? - PEATC ospi.k12.wa.us [PDF] OSPI - Post-School Outcomes for Students with Disabilities ospi.k12.wa.us [PDF] Tips from the Special Education Division: Secondary Transition ... pmc.ncbi.nlm.nih.gov Differences in Youth and Parent Postsecondary Expectations for ... pmc.ncbi.nlm.nih.gov School-to-work program participation and the post-high school ... edutopia.org Preparing Students With Disabilities for Life Beyond School - Edutopia iel.org The 2020 Youth Transition Report: Outcomes for Youth and Young ... naset.org Transition Services redalyc.org The importance of transition planning for special needs students thinkcollege.net The Post-High School Outcomes of Youth With Disabilities up to 4 ...

Losing Our Children: The Epidemic of Teenage Suicide

By M. Friedmann Issue 1:1/25

Teen suicide is a pressing public health concern in the United States, ranking as the second leading cause of death among individuals aged 5 to 24. (nationwidechildrens.org)

Impact of the COVID-19 Pandemic

The COVID-19 pandemic has exacerbated mental health challenges among adolescents. Studies indicate that depression, anxiety, and social isolation increased during the pandemic, contributing to heightened suicide risk in youth. (nationwidechildrens.org)

Contributing Factors: Trauma, Abuse, and Mental Illness

A significant body of research highlights the correlation between adverse childhood experiences (ACEs)—such as abuse, household dysfunction, and neglect—and an increased risk of suicide attempts throughout an individual's lifespan. (jamanetwork.com)

Trauma survivors, particularly those with post-traumatic stress disorder (PTSD), are at a higher risk for suicidal thoughts and behaviors. (jedfoundation.org)

The Role of Technology and Socialization Changes

The pandemic necessitated a shift toward virtual interactions, leading to increased reliance on technology for socialization among teenagers. While digital platforms provided essential connectivity during periods of physical distancing, they also introduced challenges. The reduction in face-to-face interactions may have impeded the development of interpersonal skills and deepened feelings of isolation for some adolescents. Additionally, increased screen time has been associated with heightened exposure to cyberbullying and negative social comparisons, further impacting mental health.

Addressing the Crisis

To mitigate the rising rates of teen suicide, a multifaceted approach is essential:

Enhancing Mental Health Support: Expanding access to mental health services, both in educational institutions and communities, is crucial. Fostering Safe Home Environments: Addressing and preventing abuse and household dysfunction can reduce the prevalence of ACEs, thereby decreasing suicide risk. Promoting Healthy Socialization: Encouraging balanced use of technology and facilitating opportunities for in-person interactions can help adolescents develop essential interpersonal skills and reduce feelings of isolation.

By understanding the complex interplay of these factors and implementing comprehensive strategies, we can work toward reversing the troubling trend of increasing teen suicides.

SOURCES: nationwidechildrens.org Youth Suicide Rates Increased During COVID-19 Pandemic ... February 14, 2023 jamanetwork.com Childhood Abuse, Household Dysfunction, and the Risk of ... jedfoundation.org How Are Trauma, PTSD, and Suicide Linked? - The Jed Foundation embraceu.com The Impact of Childhood Abuse on Your Teen's Mental Health November 2, 2024 link.springer.com Suicide rates before and during the COVID-19 pandemic February 13, 2024 bmcpsychiatry.biomedcentral.com The effect of childhood trauma on suicide risk: the chain mediating ... November 21, 2023 kff.org A Look at the Latest Suicide Data and Change Over the Last Decade August 3, 2023 abc7ny.com Study: Teen suicide rate dipped following COVID ... - ABC7 New York July 19, 2023 forbes.com Teen Suicide Plummeted During Covid-19 School Closures, New ... July 18, 2023 nimh.nih.gov Youth Suicide Rates Increased During the COVID-19 Pandemic May 21, 2023 journalistsresource.org Research shows spike in youth suicide attempts, depression after ... May 4, 2023 nationwidechildrens.org Youth Suicide Rates Increased During COVID-19 Pandemic ... February 14, 2023 betterhealth.vic.gov.au Suicide and mental health conditions - Better Health Channel February 8, 2023 cptsdfoundation.org The Link Between Complex Trauma and Suicidal Ideation September 19, 2021 pmc.ncbi.nlm.nih.gov Youth Suicide During the First Year of the COVID-19 Pandemic - PMC jamanetwork.com Childhood Abuse, Household Dysfunction, and the Risk of ... ptsd.va.gov The Relationship Between PTSD and Suicide jedfoundation.org How Are Trauma, PTSD, and Suicide Linked? - The Jed Foundation

The Impact of Technology on Students

By M. Friedmann Issue 1:1/25

The pervasive integration of technology into the daily lives of students has sparked significant concern regarding its impact on their development. While technology offers educational benefits, excessive and unmoderated use has been linked to adverse effects on brain development, sleep patterns, and the cultivation of interpersonal and social skills.

Impact on Brain Development and Academic Performance

Research indicates that excessive screen time can lead to intellectual deficits and mental health issues in children. A systematic review highlighted that overexposure to the internet, video games, and television is associated with these negative outcomes. (mc.ncbi.nlm.nih.gov)

Furthermore, a study published in the Journal of Adolescence found that time spent using cell phones and playing video games was related to lower self-reported academic performance, mediated by sleep deprivation. (pmc.ncbi.nlm.nih.gov)

Disruption of Sleep Patterns

The use of digital devices, especially before bedtime, has been shown to interfere with sleep quality. Exposure to LED screens can alter melatonin levels, leading to decreased cognitive performance. (pmc.ncbi.nlm.nih.gov)

A report from Harvard Medical School emphasizes that while digital devices can enhance learning, they can also interfere with sleep, which is crucial for cognitive development and overall health. (hms.harvard.edu)

Erosion of Interpersonal and Social Skills

The omnipresence of technology has altered the way students interact, often reducing face-to-face communication. This shift can impede the development of essential social skills, leading to challenges in real-world interactions. A publication by National University discusses how overreliance on technology can result in a loss of social skills and behavioral problems in children. (nu.edu)

Comparative Academic Performance Across Generations

Historically, students had limited access to technology and engaged more in direct learning methods. Data from the National Assessment of Educational Progress (NAEP) indicates that reading scores have remained relatively stable since 1969, with only a slight decline during the pandemic. However, there has been a significant decrease in reading for pleasure among teens, dropping from 35% in 1984 to 14% in 2023. This decline in leisure reading, coinciding with increased screen time, may contribute to diminished critical thinking skills and academic performance. (vox.com)

Correlation with Juvenile Criminality

While a direct causal relationship between technology use and juvenile delinquency is complex, some studies suggest that excessive screen time can lead to behavioral issues. A publication by Nexus Health Systems highlights that constant exposure to digital devices can severely impact mental health, potentially leading to increased impulsivity and behavioral problems. (nexushealthsystems.com)

Conclusion

The evidence underscores the need for a balanced approach to technology use among students. Parents, educators, and policymakers must collaborate to establish guidelines that promote healthy usage patterns, ensuring that technology serves as a tool for enhancement rather than a detriment to the holistic development of the younger generation.

SOURCES: pmc.ncbi.nlm.nih.gov Impacts of technology on children's health: a systematic review pmc.ncbi.nlm.nih.gov Use of Technology and Its Association With Academic Performance ...November 10, 2021 pmc.ncbi.nlm.nih.gov Brain health consequences of digital technology use hms.harvard.edu Screen Time and the Brain | Harvard Medical School June 18, 2019 nu.edu The Negative Effects of Technology on Children | NU May 13, 2021 vox.com America's literacy crisis isn't what you think November 21, 2024 nexushealthsystems.com Excessive Screen Time & Mental Health Issues researchgate.net Technology use and learning characteristics of students in higher ...October 21, 2024 reddit.com Why are current students so far behind compared to previous ...October 4, 2024 journals.sagepub.com The influence of technology use on learning skills among generation Z June 18, 2024 education.purdue.edu How Has Technology Changed Education? December 31, 2023 academic.oup.com Problematic technology use and sleep quality in young adulthood April 27, 2023 pmc.ncbi.nlm.nih.gov Problem Technology Use, Academic Performance, and School ... February 17, 2022 pmc.ncbi.nlm.nih.gov Use of Technology and Its Association With Academic Performance ... November 10, 2021 nwcommons.nwciowa.edu [PDF] The Negative Effects of Technology for Students and Educators August 15, 2021 urban.org Even before the Pandemic, Students with Limited Technology ...April 27, 2020 medicalnewstoday.com Negative effects of technology: Psychological, social, and health February 24, 2020 hms.harvard.edu Screen Time and the Brain | Harvard Medical School June 18, 2019 newportacademy.com How Technology Affects Teens' Sleep and Mental Health December 20, 2018 pmc.ncbi.nlm.nih.gov Brain health consequences of digital technology use - PMC pmc.ncbi.nlm.nih.gov Impacts of technology on children's health: a systematic review - PMC hms.harvard.edu Screen Time and the Brain | Harvard Medical School nu.edu The Negative Effects of Technology on Children | NU extension.okstate.edu Do Home Computers/Internet Access Affect Student Performance? nexushealthsystems.com Excessive Screen Time & Mental Health Issues wcu.edu [PDF] DOES TECHNOLOGY AFFECT STUDENT PERFORMANCE

A Failure to Communicate: The Importance of Eye-Contact in Human Interaction

By M. Friedmann Issue 2:2/25

Eye contact is a fundamental aspect of human communication, serving as a powerful non-verbal cue that conveys attention, interest, and emotional connection. It plays a crucial role in building trust and understanding during social interactions. However, recent societal shifts, particularly the increased reliance on technology and the social distancing measures necessitated by the COVID-19 pandemic, have disrupted traditional face-to-face interactions. This disruption has led to noticeable challenges in socialization, especially among younger individuals.

The pandemic forced a sudden pivot to virtual platforms for education, work, and socializing. While these technologies provided essential connectivity, they often lack the richness of in-person communication, particularly the element of eye contact. Studies have shown that eye contact is integral to effective communication, aiding in the interpretation of non-verbal cues and the regulation of conversational flow. (allaboutvision.com)

The absence of regular face-to-face interactions during critical developmental periods has had significant implications for young people's social skills. Research indicates that the pandemic has adversely affected children's social, emotional, and communicative development. Factors such as prolonged lockdowns, restricted peer interactions, and mandatory mask-wearing have hindered their ability to learn facial expressions and nonverbal cues. (pmc.ncbi.nlm.nih.gov)

Moreover, the increased screen time associated with virtual interactions has contributed to developmental delays. A survey conducted by Savanta for the early years charity Kindred2 revealed that some children are starting school with poor motor skills and other developmental delays, which teachers attribute to excessive screen time during the pandemic.

(theguardian.com )

These challenges have given rise to what can be termed "Interpersonal Communicative Deficit Disorder," characterized by difficulties in maintaining eye contact, interpreting non-verbal cues, and engaging in effective face-to-face communication. This emerging issue underscores the need for intentional efforts to re-engage young individuals in direct social interactions.

Parents, educators, and policymakers must prioritize creating opportunities for in-person socialization to mitigate these deficits. Encouraging activities that promote eye contact and face-to-face engagement can help rebuild essential social skills. As we navigate the post-pandemic world, it is crucial to recognize the irreplaceable value of direct human interaction in fostering healthy social development.

SOURCES: allaboutvision.com How Important Is Eye Contact in Communication? - All About Vision July 4, 2022 pmc.ncbi.nlm.nih.gov CoViD-19 effects on social-emotional development: impact of early ... theguardian.com Some children starting school 'unable to climb staircase', finds England and Wales teacher survey news-medical.net Study reveals pandemic's effects on social skills of young children davidson.weizmann.ac.il Look Into My Eyes - Eye Contact in Human Communication - מכון דוידסון March 25, 2024 phys.org Eye-to-eye contact is rare but shapes our social behavior, study finds November 7, 2023 mcpress.mayoclinic.org Children's socialization and returning to social norms post COVID June 28, 2023 pmc.ncbi.nlm.nih.gov Impacts of COVID-19 quarantine and isolation on adolescent social ... May 31, 2023 ffyf.org How Has COVID Impacted Infants & Toddlers' Social Development? September 8, 2022 allaboutvision.com How Important Is Eye Contact in Communication? - All About Vision July 4, 2022 greymattersjournaltu.org Running on Empty: How COVID Has Affected Our Social Skills December 19, 2021 link.springer.com The Measurement of Eye Contact in Human Interactions: A Scoping ...April 19, 2020\ canr.msu.edu Eye contact: An introduction to its role in communication November 27, 2012 pmc.ncbi.nlm.nih.gov Neural mechanisms of eye contact when listening to another person ... pmc.ncbi.nlm.nih.gov CoViD-19 effects on social-emotional development: impact of early ... corporateclassinc.com The Role of Eye Contact in Communication - Corporate Class Inc. everydayspeech.com The Impact of the Pandemic on Social Skills: Understanding and ... prezent.ai Why is eye contact is important in communication? - Prezent.ai unicef.org Managing the long-term effects of the pandemic on your child's ...

The Violence of Youth and the Impact of Social Media on the Proclivity of Violence in Adolescents

By M. Friedmann Issue 2:2/25

The rise of youth violence in our communities is an alarming trend that demands immediate attention. A significant factor contributing to this surge is the pervasive influence of social media, which has transformed the way young people communicate and interact. Platforms that were once intended to connect individuals are now being misused to glorify violence, leading to a dangerous cycle of one-upmanship among adolescents.

In many cases, social media serves as a catalyst for violence among youth. Conflicts that might have remained minor are often escalated online, with disputes playing out publicly and rapidly intensifying. The visibility and permanence of online posts can exacerbate tensions, leading to real-world confrontations. A report by ProPublica highlights that taunts and threats on social media can serve as accelerants to violence, with disputes that once might have been forgotten now living on before large audiences, prompting individuals to take action. (propublica.org)

The statistics are sobering. In Washington State, the Washington Association of Sheriffs and Police Chiefs reported 376 murders in 2023, marking an 87% increase since 2019. While overall crime rates have seen fluctuations, the rise in youth-involved violent incidents is particularly concerning. (fox13seattle.com)

The correlation between social media use and youth violence is further supported by studies indicating that exposure to violent content online can desensitize young individuals and normalize aggressive behavior. The Youth Endowment Fund found that four in ten teenage children describe social media as a major factor driving violence, highlighting the significant role these platforms play in shaping perceptions and behaviors. (youthendowmentfund.org.uk)

Addressing this issue requires a multifaceted approach. Parents, educators, and community leaders must work together to educate young people about the responsible use of social media and the potential consequences of online actions. Social media companies also bear responsibility and should implement stricter content moderation policies to prevent the spread of violent material. By fostering open dialogues and promoting digital literacy, we can help mitigate the influence of social media on youth violence and create safer communities for all.

SOURCES: propublica.org How Social Media Apps Could Be Fueling Homicides Among Young ...August 7, 2023 fox13seattle.com Report shows WA crime rates decline as youth violence rises July 8, 2024 youthendowmentfund.org.uk Violence on social media - the online fight for our children's attention November 27, 2023 sentencingproject.org Youth Justice by the Numbers - The Sentencing Project August 13, 2024 youthendowmentfund.org.uk Social Media and Violence Amongst Young People: A Growing ...July 15, 2024 fox13seattle.com Report shows WA crime rates decline as youth violence rises July 8, 2024 pbs.org Social media's role in the rise of youth violence | PBS News May 21, 2024 usafacts.org Which states have the highest and lowest crime rates? - USAFacts February 22, 2024 youthendowmentfund.org.uk Violence on social media - the online fight for our children's attention November 27, 2023 ofm.wa.gov Juvenile arrests for violent crimes | Office of Financial Management October 9, 2023 propublica.org How Social Media Apps Could Be Fueling Homicides Among Young ...August 7, 2023 ojjdp.ojp.gov [PDF] Juvenile Arrests, 2019 May 2, 2021 psychiatrictimes.com “The Internet Made Me Do It”-Social Media and Potential for ...September 4, 2017 ojjdp.ojp.gov Youth arrest rates by State yvpc.sph.umich.edu Does Social Media Perpetuate Youth Violence? sentencingproject.org [PDF] Youth Justice By The Numbers - The Sentencing Project ojjdp.gov Youth (0-17) population profile by race/ethnicity and State, 2020 pubmed.ncbi.nlm.nih.gov The Influence of Media Violence on Youth - PubMed pmc.ncbi.nlm.nih.gov The Impact of Electronic Media Violence: Scientific Theory and ... asc.upenn.edu [PDF] Social media as a vector for youth violence socialmediavictims.org Social Media Violence | Social Media Victims Law Center en.wikipedia.org List of U.S. states and territories by violent crime rate - Wikipedia openjustice.doj.ca.gov California Department of Justice Crime and Clearance Statistics

Legal Argument Against Colleges or Universities Forcing Students to Use Personal Pronouns as a Condition for Admission, Enrollment, or Continued Attendance

By M. Friedmann Issue 2:2/25

Introduction:

The forced use of personal pronouns as a condition for admission, enrollment, or continued attendance at a college or university constitutes an unconstitutional infringement on an individual's First Amendment rights to freedom of expression. This practice also violates Title IX of the Education Amendments of 1972, the Equal Protection Clause of the Fourteenth Amendment, and various state laws that protect students from compelled speech.

I. Compelled Speech Violates the First Amendment

The First Amendment Prohibits Government-Imposed Compelled Speech
- The First Amendment to the U.S. Constitution states:
  
  "Congress shall make no law… abridging the freedom of speech."
- The U.S. Supreme Court has consistently held that the First Amendment not only protects the right to speak but also the right not to speak.
- In West Virginia State Board of Education v. Barnette, 319 U.S. 624 (1943), the Court ruled that the government cannot force individuals to express certain viewpoints, striking down a policy that required students to salute the American flag.
- Forcing students to use personal pronouns they do not wish to use is an act of compelled speech and violates Barnette’s ruling that the government cannot force individuals to express ideological viewpoints.
Personal Pronouns Are a Form of Expressive Speech
- In Wooley v. Maynard, 430 U.S. 705 (1977), the Supreme Court reaffirmed that an individual cannot be compelled to express a state-mandated ideology (in this case, being required to display a state motto on a license plate).
- The use of personal pronouns reflects one’s deeply held beliefs regarding identity, language, and ideology.
- Requiring students to use pronouns they do not personally accept forces them to affirm an ideological viewpoint with which they may disagree, violating their freedom of conscience and freedom of expression under the First Amendment.
The Supreme Court’s Recent Rulings Strengthen the Argument Against Compelled Speech
- In 303 Creative LLC v. Elenis, 600 U.S. ___ (2023), the Court held that the government cannot force an individual to communicate messages they disagree with.
- Similarly, requiring students to use specific pronouns as a condition of admission or continued enrollment is a form of compelled ideological speech.
- Universities are not permitted to punish students for refusing to express government- or institution-imposed language mandates.

II. Violation of Title IX (20 U.S.C. § 1681 et seq.)

Title IX Protects Against Sex-Based Discrimination in Education
- Title IX prohibits discrimination "on the basis of sex" in federally funded educational institutions.
- Forcing students to use personal pronouns that do not align with their beliefs may constitute sex-based discrimination by requiring them to conform to a particular ideological stance on gender identity.
- Bostock v. Clayton County, 590 U.S. ___ (2020), extended sex-based protections but did not grant institutions the authority to compel speech regarding gender identity.
Colleges and Universities Cannot Retaliate Against Students for Their Views on Gender Identity
- Under Title IX, students cannot be denied educational opportunities because of their views on gender identity and personal pronoun usage.
- Universities forcing students to use mandated pronouns or denying admission based on refusal to do so violate Title IX’s guarantee of equal educational opportunities.

III. Violation of the Equal Protection Clause of the Fourteenth Amendment

Unequal Treatment Based on Viewpoints
- The Equal Protection Clause requires that individuals be treated equally under the law.
- If a university forces some students to use mandated pronouns but allows others to express their own gender identity freely, it creates a viewpoint-based disparity in how students are treated.
Disparate Impact and Hostile Environment
- Forcing students to conform to an ideological standard of speech creates a hostile educational environment for those with different religious, philosophical, or personal beliefs.
- Romer v. Evans, 517 U.S. 620 (1996), held that governments cannot single out groups of individuals for different treatment under the law without a compelling justification—and a university’s ideological preference is not a legally sufficient justification.

IV. Violation of State Laws Against Discrimination and Compelled Speech

Many States Have Laws Prohibiting Governmental Compelled Speech
- Washington State: The Washington Law Against Discrimination (RCW 49.60) prohibits discrimination based on creed and political beliefs.
- Other states such as Florida, Texas, and Tennessee have passed laws restricting government and educational institutions from enforcing pronoun mandates.
Recent Political and Legal Movements Against Forced Pronoun Use in Education
- Several governors and legislatures have moved to eliminate DEI (Diversity, Equity, and Inclusivity) programs that include compelled pronoun use, citing free speech concerns.
- Congress and federal courts have signaled increasing support for individuals' rights to refuse compelled speech related to gender identity.

V. Conclusion: The Legal and Constitutional Case Against Forced Pronoun Use in Higher Education

Key Legal Findings:

Compelled pronoun use violates the First Amendment’s Free Speech Clause (West Virginia v. Barnette, Wooley v. Maynard).
Title IX does not allow institutions to mandate speech and denies equal protection to students who disagree.
The Equal Protection Clause prohibits viewpoint-based discrimination in public institutions (Romer v. Evans).
Recent Supreme Court rulings support individual rights to refuse ideological expression (303 Creative LLC v. Elenis).

Potential Legal Actions for Affected Students:

Students denied admission or expelled for refusing pronoun mandates may file suit under 42 U.S.C. § 1983 for First Amendment violations.
Title IX complaints can be filed with the U.S. Department of Education’s Office for Civil Rights.
State-based consumer protection complaints can be lodged for deceptive enrollment practices.

Final Argument:

A college or university’s attempt to force students to use personal pronouns violates the First Amendment, Title IX, the Equal Protection Clause, and state laws. Such policies constitute unlawful compelled speech and discriminatory educational practices. Institutions must not coerce students into ideological conformity under the guise of inclusivity, nor may they punish students for exercising their constitutionally protected rights.

Universities should foster environments that respect all viewpoints, rather than enforce a singular ideological stance on students.

The End of DEI: A Step Toward Academic Excellence and Meritocracy

By M. Friedmann Issue 2:2/25

Introduction:

With the Removal of DEI Protocols, What Does the Future Hold for the Next Generation of College Students?

The recent movement to rescind and eliminate Diversity, Equity, and Inclusion (DEI) policies from colleges and universities across the United States has sparked intense debate. While proponents of DEI argue that these policies promote fairness, the reality is that many students, faculty, and institutions have struggled under DEI's divisive framework—one that prioritizes ideological conformity over academic excellence, individual merit, and true diversity of thought.

As colleges and universities begin dismantling DEI offices and rolling back DEI-related hiring and admissions practices, it is crucial to examine what the future holds for students in a post-DEI academic landscape. The answer is clear: greater academic freedom, equal opportunity, and a renewed focus on merit-based success.

For years, DEI initiatives lowered academic standards by placing identity-based considerations above individual merit. This system de-emphasized academic excellence in favor of ideological compliance, leading to less qualified candidates being admitted and hired based on demographic factors rather than skills and qualifications.

With the removal of DEI protocols, universities can return to prioritizing merit.

Students will once again be judged by their academic abilities, leadership, and hard work, rather than arbitrary identity markers.
College admissions will focus on grades, test scores, and extracurricular achievements, restoring fairness in higher education.
Faculty hiring will prioritize subject-matter expertise and teaching ability, ensuring students learn from the most qualified educators.

This shift will foster a more competitive, intellectually stimulating environment, where students know their achievements—not their demographic characteristics—determine their success.

Freedom of Thought and Expression Will Flourish

One of the most damaging effects of DEI policies has been the stifling of free speech and intellectual diversity on college campuses. Students and professors alike have been penalized or silenced for holding views that diverged from prevailing DEI ideology. DEI-driven "sensitivity training" programs and speech codes have eroded the foundation of academic freedom in higher education.

As DEI policies are eliminated, universities will once again become bastions of free thought and open discourse.

Students will feel free to engage in meaningful debate without fear of retribution.
Professors will no longer be pressured to adhere to rigid ideological narratives that limit their ability to teach.
Institutions will welcome a diversity of perspectives, allowing students to think critically and form their own conclusions.

Without DEI-driven speech restrictions, students can explore ideas openly, leading to more innovation, stronger arguments, and a richer academic experience.

Equal Opportunity Will Replace Forced "Equity"

DEI policies blurred the line between equality and equity, often promoting preferential treatment based on identity rather than ensuring equal access to opportunities. Instead of helping all students, DEI policies created resentment, division, and distrust; favoring some while sidelining others based on race, gender, or other immutable traits.

With DEI gone, equal opportunity can return to higher education.

All students will compete on a level playing field, with no artificial advantages or disadvantages based on identity.
Financial aid and scholarships will be distributed based on need and merit, rather than race or gender quotas.
Students will be rewarded for their individual efforts, rather than expected to fit into predetermined identity groups.

This transition reaffirms the principles of fairness and equal access—ensuring that every student has the chance to succeed based on their abilities and ambitions.

A Less Politicized, More Focused Learning Environment

DEI policies turned universities into ideological battlegrounds, often prioritizing political activism over actual education.

Courses became infused with DEI rhetoric, even when unrelated to the subject matter.
Students were required to complete DEI training programs that often promoted political ideologies rather than objective knowledge.
University bureaucracies ballooned with costly DEI administrators, diverting resources from core educational functions.

With the elimination of DEI, universities can redirect resources to what truly matters, which is education.

Funding will return to academic programs, research, and student support services.
Professors will focus on teaching and scholarship rather than ideological compliance.
Students will be free to study without mandatory political indoctrination.

This shift will restore the true mission of higher education: to educate, not to indoctrinate.

The Future of Higher Education Without DEI: A Return to Excellence

So, what does the future hold for the next generation of college students as DEI disappears?

A future of academic rigor, intellectual freedom, and equal opportunity.

Universities will once again uphold high academic standards, ensuring graduates are prepared for real-world challenges.
Students will be evaluated based on their merits, fostering fairness and true inclusivity.
Classrooms will become open spaces for discussion, rather than arenas for ideological conformity.
Colleges will attract and retain the most qualified faculty and students, improving the overall quality of education.

By eliminating DEI’s divisive influence, institutions will produce graduates who are better equipped for leadership, innovation, and critical thinking—qualities that are essential for a thriving democracy and a strong economy.

Conclusion: A Brighter Future for Higher Education

The rollback of DEI policies is not a step backward—it is a course correction. Universities should champion diversity of thought, encourage intellectual curiosity, and celebrate individual achievement rather than reducing students to demographic labels.

The elimination of DEI allows students to thrive on their own merits, engage in true academic exploration, and graduate with the skills and knowledge necessary to contribute meaningfully to society.

The next generation of college students will inherit a higher education system that is fairer, more focused, and ultimately, more effective at preparing them for success.

Why Every School and University Must Have a Comprehensive Emergency Response First Aid Kit

By M. Friedmann Issue 2:2/25

Preparedness Saves Lives: The Need for First Aid Readiness in Schools and Universities

A crisis can strike at any moment. Schools and universities are responsible for the safety of hundreds or even thousands of students, faculty, and staff on any given day. While many institutions have basic first aid kits scattered throughout classrooms or administrative offices, they are often woefully inadequate when faced with serious medical emergencies.

A student collapses from an asthma attack. A staff member experiences a cardiac arrest. An accident in a science lab leaves a student with a severe chemical burn. A violent incident results in multiple casualties. These are not theoretical scenarios—they happen every year in educational institutions across the country.

Despite the rising frequency of school shootings, natural disasters, and medical emergencies, too many educational institutions lack a comprehensive Emergency Response First Aid Kit capable of handling severe trauma, life-threatening injuries, and mass casualty events. Schools must stop assuming help will arrive in time and instead equip themselves with the tools and training to act immediately.

What Should Be in a School’s Emergency First Aid Kit?

A proper first aid kit for a school or university is far more than band-aids and ice packs. It must include trauma care supplies, airway management tools, and bleeding control equipment—items that can prevent death or permanent injury before emergency responders arrive.

1. Severe Bleeding & Trauma Management

Tourniquets – Severe limb injuries from accidents, shootings, or sports injuries require a tourniquet to prevent death from blood loss.

Hemostatic Gauze (QuikClot or Celox) – These specialized gauzes rapidly stop bleeding in deep wounds by promoting clotting.

Israeli Bandages / Pressure Dressings – These multi-functional bandages are designed for heavy bleeding and severe wounds.

Trauma Shears – Essential for quickly cutting away clothing to access injuries.

2. Airway & Breathing Management

CPR Masks – In the event of cardiac arrest, drowning, or choking, having a barrier device for CPR is crucial.

Bag Valve Mask (BVM) Resuscitator – Used by trained responders to assist students or staff who have stopped breathing.

Nasopharyngeal Airways (NPAs) & Lubricating Jelly – Helps maintain an open airway in unconscious individuals or those with facial trauma.

3. Medical Emergencies & Life-Threatening Conditions

Narcan (Naloxone) – Given the increase in opioid overdoses, all schools—particularly universities—should have Narcan readily available.

Epinephrine Auto-Injectors (EpiPens) – Severe allergic reactions (anaphylaxis) can be fatal if not treated immediately.

Albuterol Inhalers – Asthma attacks can be life-threatening; an emergency inhaler should be accessible.

AED (Automated External Defibrillator) – Sudden cardiac arrest is the leading cause of death on school campuses. An AED can restart the heart within minutes.

4. Burns, Broken Bones, & Soft Tissue Injuries

Burn Dressings & Burn Gel – Science labs, cooking classes, and accidental fires make burns a real risk.

Splints (SAM Splints & Finger Splints) – Used for fractures, dislocations, or severe sprains.

Triangular Bandages – Can be used as slings, wraps, or pressure dressings.

5. General Medical Supplies & Infection Control

Sterile Gloves & Eye Protection – Protect both the responder and the injured from bloodborne pathogens.

Antiseptic Wipes & Alcohol Pads – Used for cleaning wounds and sanitizing surfaces.

Hydrogen Peroxide / Saline Solution – Useful for flushing wounds or clearing debris from eyes.

Adhesive Bandages, Sterile Gauze, & Tape – For minor wounds, abrasions, and securing dressings.

6. Comfort & Prolonged Care

Emergency Blankets – Helps treat shock and hypothermia.

Cold Packs & Hand Warmers – Useful for sprains, fevers, or exposure-related conditions.

Antacid Tablets & Ibuprofen – Covers a range of common school-related ailments, from stomach upset to migraines.

7. Tactical & Emergency Signaling

Flashlights & Glow Sticks – If power is lost during an emergency, visibility is critical.

Emergency Whistles – Can be used to signal for help or alert responders to a location.

Why Schools & Universities Cannot Afford to Ignore This Issue

1. Emergencies Happen Every Day

Many assume “it won’t happen here”—but history proves otherwise. According to the CDC, over 200,000 children require emergency care daily in the U.S. The leading causes of school-related injuries include:

Sports and playground accidents
Falls and fractures
Asthma attacks and allergic reactions
Fainting and seizures
Violent incidents

An inadequate emergency response plan can lead to preventable deaths or long-term disabilities.

2. Schools Are Targeted for Violence

In 2023, school shootings reached record numbers in the U.S. (Education Week). While lockdown procedures are now routine, many schools lack the medical supplies needed to treat victims before emergency personnel arrive.

Fact: The average response time for paramedics in an emergency is 7-12 minutes. In severe trauma cases, a person can bleed out in under 5 minutes. Without immediate intervention, survival rates plummet.

3. Natural Disasters Can Disrupt Emergency Medical Services

From earthquakes in California to wildfires in Washington and Oregon, natural disasters can make hospitals inaccessible. Having emergency medical supplies on-site allows schools to care for students and staff until professional medical help arrives.

Investing in Readiness: What Schools & Universities Must Do

Stock Comprehensive First Aid Kits
- Schools should regularly assess and upgrade their emergency kits based on best medical practices.

Train Staff & Students
- Every school should have personnel trained in CPR, bleeding control (Stop the Bleed), and AED usage.
- Universities should offer first aid training to students, particularly those in dormitories.

Strategically Place Kits & AEDs
- First aid kits and AEDs should be easily accessible in classrooms, cafeterias, gyms, dormitories, and administrative buildings.

Perform Emergency Drills
- Rapid-response medical drills should be part of routine emergency preparedness alongside fire and active shooter drills.

Final Thought: The Cost of Inaction is Too High

A comprehensive Emergency Response First Aid Kit is not a luxury—it’s a necessity. The ability to act quickly and effectively in a medical emergency is just as important as any other aspect of school safety.

When a crisis occurs, seconds matter. Being unprepared is not an option. Schools and universities must take responsibility for equipping themselves with the tools and training needed to save lives.

Will your school be ready when the worst happens? Preparedness is a choice—choose to be ready.

Below is an example of a practical and applicable Tactical Emergency Pack:

Tactical Emergency Pack: Purpose and Use of Items

A Tactical Emergency Pack is a first aid kit designed for immediate response in high-stress situations such as combat zones, tactical operations, emergency medical response, and survival scenarios. Below is a detailed breakdown of each item, its purpose, and why it is included.

Airway & Breathing Management

Nasopharyngeal Airway (NPA) – A flexible tube inserted through the nose to maintain an open airway when a patient is unconscious or has an obstructed airway.
Lubricating Jelly – Used to ease the insertion of the nasopharyngeal airway without causing tissue damage.
Chest Seal – A one-way seal placed over a penetrating chest wound to prevent air from entering the thoracic cavity, reducing the risk of tension pneumothorax.
Chest Seal Vented – Similar to a regular chest seal but features a vented design that allows trapped air to escape while preventing air from re-entering.
Albuterol – A bronchodilator used to treat respiratory distress, such as asthma attacks or airway obstruction.

Bleeding Control & Wound Management

Compressed Gauze – Highly absorbent gauze used to pack deep wounds and control hemorrhaging.
Emergency Bandage (Israeli Bandage/IFAK Trauma Bandage) – A multi-functional bandage with a built-in pressure device to control bleeding in severe wounds.
Combat Cravat – A triangular bandage used for various applications such as securing a splint, dressing a wound, or acting as a makeshift tourniquet.
Tourniquet – Used to control life-threatening limb bleeding when direct pressure fails.
Tampons – Can be used to control severe puncture wounds due to their high absorbency.
Wound Kit – Contains various dressings, antiseptics, and materials for treating wounds.
Hydrogen Peroxide – Used for cleaning wounds, but in tactical medicine, its use is limited due to tissue damage concerns.
Isopropyl Alcohol – Disinfectant for sterilizing tools and skin before procedures.
Neosporin – A topical antibiotic ointment to prevent infection in minor wounds.
Butterfly Wound Closures – Used for closing small wounds without stitches.

Fracture & Limb Support

Splint – A rigid or flexible device used to immobilize fractures, sprains, or injuries.
Finger Splints – Provides support and immobilization for injured fingers.
Triangular Bandage – Can be used as a sling, bandage, or improvised tourniquet.

Burn Care

Burn Kit – Includes burn dressings, cooling gels, and bandages to treat burn injuries.
First Aid Burn Cream – Soothes burns and prevents infection.

Vision & Eye Protection

Eye Shield – A rigid protective cover used for eye injuries to prevent further damage.
Sterile Eye Pads – Used to cover and protect an injured eye.
Visine Eye Drops – Helps flush out debris or irritants from the eyes.
Saline – Used to irrigate wounds and cleanse the eyes.
Antiseptic Towelettes – Used for sanitizing skin and wounds before treatment.

Cold & Heat Therapy

Cold Pack – Reduces swelling, pain, and inflammation in soft tissue injuries.
Hand Warmers – Used to maintain body temperature in cold environments.

Pain & Gastrointestinal Relief

Ibuprofen Tablets – Anti-inflammatory and pain reliever.
Extra-Strength Non-Aspirin Tablets – Used for pain relief without the blood-thinning effects of aspirin.
Antacid Tablets – Treats acid reflux and stomach discomfort.

Disinfection & Sterile Equipment

Sealed Surgical Gloves – Provides sterile protection during medical procedures.
Disposable Gloves – Non-sterile gloves for handling injuries and reducing contamination.
Scissors – Used for cutting bandages, clothing, or tape.
Medical Shears – Heavy-duty scissors used to cut clothing, belts, or equipment in emergencies.
Tweezers – Used for removing foreign objects such as splinters or debris.
Cotton-Tipped Applicators – Used for applying ointments, cleaning wounds, or minor medical applications.
Tongue Depressor – Can be used for oral exams or as an improvised splint.

First Aid & Emergency Resources

First Aid Manual – Provides instructions for handling medical emergencies.
First Aid Guide – A smaller, quick-reference version of a first aid manual.
First Aid Tape – Secures dressings, splints, or bandages.
Band-Aids – Used for small cuts, blisters, or abrasions.
Plastic Bandages – Waterproof bandages for minor wounds.
Conforming Gauze Rolls – Used to secure dressings or apply pressure.
Fingertip Fabric Bandages – Designed for injuries on the fingertips.
Knuckle Fabric Bandages – Shaped to fit around the knuckles for better coverage.
Sterile Gauze Pack – Used for dressing wounds.
Trauma Pad – A large absorbent dressing for major wounds.

Signaling & Emergency Response

Purple Smoke – Used as a visual distress signal in emergencies. Purple is the Standardized Emergency Color Code for Mass Casualty Incident.
Purple Laser – Used for long-distance signaling or marking targets.

Summary of Tactical Emergency Pack Use

This pack is designed for tactical, survival, or combat environments, ensuring the responder has the tools needed for:

Controlling severe bleeding
Managing airway and breathing emergencies
Treating burns, fractures, and soft tissue injuries
Providing basic eye and vision care
Preventing infections and ensuring hygiene
Managing pain and gastrointestinal issues
Handling extreme cold or heat conditions
Offering guidance through first aid manuals
Facilitating emergency evacuation or distress signaling

By including these items, the Tactical Emergency Pack allows first responders, military personnel, and civilians in high-risk environments to deliver effective first aid, sustain life, and stabilize injuries until professional medical assistance arrives.

In the world we live in, it is imperative to include this last item, especially in educational environments where students may inadvertently or even directly be exposed to things which may require Narcan, such as Fentanyl exposure.

Narcan (Naloxone) - Purpose, Use, and Importance in a Tactical Emergency Pack

Purpose:

Narcan (Naloxone) is a life-saving medication used to rapidly reverse opioid overdoses. It works by blocking opioid receptors in the brain, which helps restore normal breathing in individuals experiencing respiratory depression due to opioid toxicity.

Use:

Administration: Narcan is available in nasal spray and injectable forms. The nasal spray is the most common and user-friendly, administered by inserting the nozzle into the person's nostril and pressing the plunger.
Effect: Within 2 to 5 minutes, Narcan can restore breathing and consciousness. However, multiple doses may be required for stronger opioids like fentanyl.
Follow-up: Always call emergency services (911) immediately after administering Narcan, as the person may need further medical intervention.

Why It's Included in a Tactical Emergency Pack:

Combatting Opioid Overdoses:
- Opioid overdoses have become a leading cause of accidental death in the U.S.
- Tactical teams, first responders, and law enforcement often encounter opioid-related emergencies in the field.
Emergency Response in High-Risk Situations:
- Military and tactical personnel may need Narcan due to opioid exposure (e.g., fentanyl-laced substances).
- Medics and responders in disaster zones, conflict areas, or urban environments may treat individuals experiencing overdose.
Protection for Responders:
- Law enforcement and emergency personnel risk accidental opioid exposure (e.g., handling fentanyl-laced substances).
- Having Narcan readily available ensures quick reversal of opioid toxicity if exposure occurs.
Bridge to Medical Care:
- In remote or austere environments, immediate access to a lifesaving antidote can be the difference between life and death while awaiting professional medical care.

Conclusion:

Narcan is a critical tool for emergency responders, law enforcement, military personnel, and civilians in addressing opioid overdoses. Including Narcan in a Tactical Emergency Pack ensures rapid intervention, life preservation, and enhanced safety in high-risk environments where opioid exposure or overdose is possible.

Op-Ed: The Hidden Crisis in Non-Public Agencies Serving Vulnerable Students

By M. Friedmann Issue 3:3/30

Across Washington State, public school districts frequently rely on Non-Public Agencies (NPAs) to serve students whose educational and behavioral needs surpass the capacities of conventional school environments. Many of these students experience autism spectrum disorders, emotional-behavioral disorders, and intellectual disabilities. While these institutions ostensibly offer specialized support, a troubling reality persists within many NPAs, notably Firwood School, Northwest SOIL, and Embrace Learning Institute. Systemic inadequacies in administrative experience, persistent staffing volatility, and inadequate staff training perpetuate a cycle detrimental to both student safety and educational outcomes.

One pressing concern within Washington’s NPAs is the frequent appointment of administrators lacking essential expertise or adequate backgrounds in special education administration. Effective leadership in special education environments demands extensive knowledge of behavioral interventions, comprehensive special education practices, crisis response strategies, and nuanced understanding of state and federal education laws. Unfortunately, many NPAs entrust their oversight to individuals without such critical qualifications, directly contributing to mismanagement and organizational dysfunction. Administrative incompetence has tangible repercussions, including reduced employee morale, compromised student safety, and declining academic achievement.

Chronic staffing instability further exacerbates these challenges. Persistent employee turnover is rampant within NPAs, driven by inadequate training, low morale, and unsupportive administration. Schools like Northwest SOIL and Firwood School have experienced public scrutiny through media coverage and litigation due to egregious incidents stemming from systemic failures. High staff turnover disrupts continuity of care and education, severely undermining trust and rapport between educators and students. This lack of stability disproportionately affects vulnerable students, who depend significantly on consistency and predictable environments for their emotional and educational success.

Moreover, inadequate training and poor implementation of proven behavioral management strategies further compromise the safety and well-being of students. De-escalation techniques, critical for managing emotional and behavioral crises among students with complex disabilities, are often insufficiently taught or inconsistently applied. As a result, staff are frequently unprepared to effectively respond to challenging behaviors, inadvertently contributing to situations that escalate into violence or abuse.

Numerous incidents have underscored this disturbing reality. Media investigations, such as recent reports detailing abuses at Northwest SOIL and subsequent legal actions involving mistreatment allegations at Firwood School, illustrate the urgency of addressing these systemic failures. Court documents repeatedly highlight administrative mismanagement, insufficient staff training, and inadequate oversight as underlying causes for many harmful incidents experienced by students. The severity of these abuses calls for immediate attention and reform, not only from educational authorities but also from policymakers and the broader community.

Beyond the obvious harm to students, staffing volatility and administrative incompetence degrade the overall educational environment, leading to lower morale among educators and compromised academic outcomes. The cycle is self-perpetuating: poorly managed schools drive away capable staff, resulting in chronic shortages, which then pressure remaining educators into unsustainable workloads and inadequate student supervision, thereby heightening the risk of mistreatment and neglect.

Washington State must implement stringent regulatory oversight of NPAs, mandating rigorous standards for administrative appointments, comprehensive training requirements for all educational and support personnel, and regular evaluations of program efficacy and safety protocols. Public school districts must rigorously scrutinize NPAs before placements occur, ensuring accountability and compliance with state standards and best practices. Enhanced transparency, systematic reporting mechanisms, and robust intervention strategies are crucial to breaking the cycle of dysfunction within these vital institutions.

Ultimately, every student deserves an education environment characterized by safety, consistency, respect, and quality instruction. It is incumbent upon educational leaders, policymakers, and community stakeholders to demand and implement substantial reform in NPAs serving our most vulnerable populations. Without concerted effort and sustained intervention, these institutions will continue to fail our students, undermining their academic potential and threatening their physical and emotional well-being.

Failing Our Most Vulnerable: The Critical Need for Qualified Administrators in Washington's Non-Public Agencies

By M. Friedmann Issue 4:04/05

The education and development of students with special needs is an intricate, highly specialized endeavor demanding experienced, qualified, and dedicated leadership. Yet in Washington State, certain non-public agencies—most notably Embrace Learning Institute and the now-shuttered Northwest SOIL—have continually entrusted this profound responsibility to profoundly unqualified administrators. The consequences have been catastrophic, directly undermining the emotional, behavioral, academic, and social growth of some of our state's most vulnerable students.

Administrators at non-public agencies frequently lack necessary principal or administrative certifications and adequate experience, typically required through 6 to 10 years in education and classroom management. This critical gap in expertise perpetuates systemic failures—from staffing instability to severe lapses in safety and curriculum implementation. Without comprehensive understanding and hands-on experience in behavior and classroom management, administrators are unable to support staff effectively or implement policies that align with state-mandated educational standards.

Staff turnover is alarmingly high, as evidenced by continual job postings on employment sites such as Indeed. Such instability directly correlates to student regression rather than growth. The constant rotation of unfamiliar and often poorly trained personnel makes it impossible for students with Autism Spectrum Disorders, Emotional Behavioral Disorders, Intellectual Disabilities, Anxiety, Trauma, and PTSD to build trust and consistency—cornerstones of success for these children. They often arrive at non-public agencies precisely because traditional public schools were unable to provide the continuity and specialized environment required.

This instability is often exacerbated by administrative decisions driven by desperation rather than informed judgment. Agencies frequently hire behavior support staff without adequate training or appropriate background checks, creating situations ripe for negligence and abuse. Personal experience has revealed a disturbing lack of fundamental safety and management protocols at Embrace Learning Institute. Behavior support staff were observed sleeping on duty, overlooking dangerous items such as hypodermic needles used for narcotics near student areas, and failing to properly respond to student aggression. Worse yet, staff members employed physical restraints inconsistent with Right Response or Crisis Prevention Institute training, sometimes leading to injuries. Incidents of student-on-student violence and even instances where students managed to access dangerously open spaces such as highways were shockingly commonplace.

Moreover, unethical practices involving the fabrication of service hours and skewed grading metrics have deceived school districts and parents alike, masking the inadequate educational experiences provided. Nutritional standards, crucial to the overall well-being of these students, have also frequently fallen short, adding further detriment to students’ physical and emotional health.

The Office of Superintendent of Public Instruction (OSPI) in Washington State provides explicit guidance on the use of restraint and isolation, in educational settings, emphasizing proactive strategies and strictly regulating these practices, allowing them only when absolutely necessary to prevent imminent serious harm. State law prohibits the use of these methods on K–12 students during school-sponsored instruction and activities, except when necessary to prevent imminent serious harm. A failure in non-public agencies versus public schools is the additional training provided by public schools to help staff to better understand the legal definition of "imminent serious harm" and how it applies to student behavior. Former Governor Jay Inslee reinforced these regulations, advocating for minimizing restraint and isolation and employing alternative, supportive methods. OSPI emphasizes the importance of proactive strategies that support students in distress and prevent crises before they occur.

Qualified administrators are essential for the effective operation of educational institutions, particularly those serving students with special needs. Washington State requires administrators to hold principal or administrative certifications, typically earned after 6 to 10 years of teaching experience in an academic environment. This background ensures administrators have firsthand knowledge of behavior and classroom management, essential for safe and supportive educational environments, which are crucial for supporting staff and implementing policies that align with state educational standards.

Northwest SOIL, a non-public agency in Washington State, faced significant legal action due to documented allegations of abuse against students, systemic mismanagement, and repeated violations of state mandates. Investigations revealed systemic mismanagement and repeated violations of state mandates, leading OSPI to intervene and ultimately shutter the agency. These failures led OSPI to shutter the agency, underscoring the urgency and gravity of administrative accountability. The closure was a direct result of the agency's failure to provide a safe and supportive environment for its students. Non-public agencies such as Embrace Learning Institute will be the next to follow in the footsteps of failed NPA's if policies and protocols are not addressed.

Washington State law strictly regulates the use of restraint and isolation in schools. These practices are only permitted when a student's behavior poses an imminent likelihood of serious harm. Former Governor Jay Inslee's administration underscored the importance of minimizing these interventions, advocating for alternative, supportive strategies to manage student behavior and ensure safety.

The impact of poor administration also resonates deeply among staff, whose morale and professional integrity suffer immensely under incompetent leadership. The absence of union protections further exacerbates these issues, leaving staff vulnerable to arbitrary dismissal and retaliation for speaking out against unsafe practices. This hostile and uncertain work environment not only pushes out dedicated professionals but directly impacts students, as continuity of care and established routines vanish with each departing staff member.

Parents, educators, and lawmakers must insist upon stricter oversight of non-public agencies. Financial compensation alone, without adequate professional training and certification requirements, does not ensure the safety or advancement of vulnerable students. A well-paid staff without proper union protections remains at risk of arbitrary termination, perpetuating a vicious cycle of instability and incompetence.

Ensuring that non-public agencies adhere to these legal and ethical standards is imperative. Qualified leadership is not just a regulatory requirement but a fundamental necessity to safeguard the well-being and success of students with special needs. Washington State owes its most vulnerable students not just education but excellence. This starts with qualified, competent, and experienced administrators capable of fostering environments of genuine growth, safety, and trust. We must demand transparency, accountability, and swift intervention when standards fall short. It is time for Embrace Learning Institute to embrace accountability—or be held accountable.

SOURCES: Restraint and Isolation - OSPI Washington state law does not allow the use of restraint and isolation on K-12 students during school-sponsored instruction and activities. OSPI [PDF] An Examination of Restraint and Isolation Practices in Washington ... February 10, 2023 — This report examines restraint and isolation in Washington schools, revealing they are frequent, especially for disabled students, and can cause harm. Restraint is physical immobilization, while isola... [PDF] Nonpublic Agency (NPA) Updates and General Information - OSPI March 29, 2021 — Applicability of WA Isolation/Restraint Regulations. • Districts must ... receive a Washington state diploma (which includes completion of a High. Restraint and Isolation - OSPI Washington state law does not allow the use of restraint and isolation on K-12 students during school-sponsored instruction and activities. [PDF] OSPI Cause No. 2015-SE-0066X Neither of the two schools has chemical dependency treatment staff, so that service would have to be accessed elsewhere if the Student is to participate in it. School Employee Vaccination Data - OSPI To protect the health and safety of our students, staff, and families, Governor Inslee has required all K–12 public and private school employees in Washington ... [PDF] Restraint and Isolation - OSPI The use of isolation is detrimental to students. The workgroup has determined the use of chemical restraint is unnecessary in public schools within Washington. [PDF] 2016-SE-0047 Findings of Fact - OSPI He was also familiar with separate day schools: Relife, Northwest School of Innovative Leaming (SOIL), Overland, and Firwood. Dr. Albertson had not intended ... [PDF] Washington's ESSA Consolidated Plan - OSPI restraint or isolation of students, including students with disabilities, in public schools. Washington developed state special education regulations to ... Reducing Restraint & Eliminating Isolation (RREI) Project - OSPI This project aims to support districts in building comprehensive systems to support students in distress and mitigate crisis escalation cycles that can result ... [PDF] Title IV-A Public Report 2022-2023 - OSPI The Title IV, Part A grant improves student achievement by providing well-rounded education, safe conditions, and technology use. In 2022-23, $13.7M was spent across 119 LEAs. Immunizations - OSPI The bill was signed into law by Gov. Jay Inslee on May 10, 2019. The new law will take effect July 28, 2019, and applies to public and private schools. The ... Current Nonpublic Agencies - OSPI Restraint and Isolation · School Safety Preparedness and Response Open submenu ... Currently Approved Nonpublic Agencies located outside of Washington state. [PDF] Washington School-based Behavioral Health Efforts A BRIEF - OSPI This brief reviews Washington State's school-based behavioral health efforts, including mental health, substance use, and SAPISP. It highlights best practices, lessons learned, and recommendations for... Legislative Budget Requests - OSPI Read Superintendent Reykdal's letter to Governor Inslee describing OSPI's 2024 Supplemental Operating Budget proposal. [PDF] Placement of Students at Authorized Entities (Nonpublic Agencies OSPI is currently monitoring Shrub Oak's ongoing implementation of these program changes to reduce and eliminate the use of physical restraints and reviewing ... [PDF] Comprehensive Sexual Health Education Workgroup - OSPI At the direction of the Legislature, the Office of Superintendent of Public Instruction convened the Sexual Health Education Workgroup to review sexual ... [PDF] 2022-SE-0033 Findings of Fact - OSPI In March 2020, District schools closed pursuant to an order of Washington. Governor Jay Inslee to prevent the spread of COVID-19. D15p2. When District ... [DOC] grades-6-8-edtech-standards-2018.docx - OSPI Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully ... [PDF] Washington Statewide Assessment and Accountability 2020-21 ... Through OSPI's partnerships with Washington State Department of Health (DOH), local health authorities, and Governor Inslee, parameters have been established to ... Special Education - OSPI These pages are a resource for all members of a student's IEP team (including students and family members, general education and special education staff, and ... [PDF] An Examination of Restraint and Isolation Practices in Washington ... This report examines restraint and isolation in Washington schools, revealing they are frequent, especially for disabled students, and can cause harm. Restraint is physical immobilization, while isola... Tools and Forms - OSPI These non-authoritative tools and forms provide guidance in understanding and applying OSPI, State, and Federal requirements. [PDF] Comprehensive Sexual Health Education Instructional Materials ... This report contains the findings of the Office of Superintendent of Public Instruction (OSPI) and. Department of Health (DOH) Sexual Health Education ... Health & Safety - OSPI OSPI provides statewide leadership, guidance, training, and support for educators. These pages contain information about a variety of school safety topics ... [PDF] WASHINGTON STATE (SM061861) FINAL EVALUATION REPORT Guidance and support from the grant team and OSPI has helped us develop a process for rolling out and implementing new initiatives. Our success with the ... School Safety Center - OSPI Restraint and Isolation. The Washington State Legislature appropriated funds for OSPI to monitor, and provide training, technical assistance, and other ... [PDF] Health News & Notes - OSPI Health News and Notes is published by the. Northwest Portland Area Indian Health. Board

Institutional Failure and Student Neglect: The Troubling Reality of KU’s Applied Behavioral Science Program

By M. Friedmann Issue 4:04/09

When students entrust their futures to an academic institution, they do so with the expectation of clarity, integrity, and reliable support. Unfortunately, my recent experience with the University of Kansas (KU) Applied Behavioral Science (ABS) Master's program has highlighted disturbing deficits in all of these areas, revealing systemic issues that prospective students must consider seriously.

Having applied to and been accepted into KU’s Masters of Applied Behavioral Science program after a rigorous application and interview process conducted personally by Program Director Dr. Thomas Zane, I commenced coursework in September 2024. My enthusiasm quickly turned to frustration when scheduling conflicts arose, making participation in mandatory Zoom sessions impossible due to my existing teaching commitments. Recognizing the scheduling conflict, I sought a temporary deferral intending to restart in the Summer of 2025.

To my surprise and confusion, the ABS program inexplicably changed my enrollment from the Masters program to a Graduate Certificate program—a program for which I never applied nor agreed to enter. Efforts to rectify this administrative mismanagement were met with apathy and bureaucratic neglect. Repeated attempts to enroll in courses became impossible, despite continuous outreach to advisors and program staff, who provided little to no assistance.

Adding insult to injury, KU administrators casually informed me that Graduate Certificate programs were ineligible for financial aid—a crucial aspect of my decision to pursue higher education. Only then was I instructed to reapply for the very program into which I had already been admitted. Shockingly, after reapplying, my previously assured acceptance transformed inexplicably into outright denial. In an astonishingly dismissive and condescending communication from Dr. Zane, I was left to confront not only administrative incompetence but a shocking level of disrespect and indifference.

Online reviews echo troubling patterns of similar experiences with KU's ABS program. Concerns around communication breakdowns, administrative confusion, and inadequate student support are recurrent themes. Students consistently criticize the opaque admissions process and the insufficient support mechanisms that leave them stranded amid avoidable administrative chaos.

My experience underscores an alarming institutional pattern of unfair, discriminatory, and deceptive practices. Prospective students interested in pursuing Applied Behavioral Science or coursework toward Board Certified Behavior Analyst (BCBA) certification would be well-advised to consider programs that uphold clear communication and robust student support. Institutions such as the University of Arizona, Purdue Global, or the University of South Florida provide strong, student-centered programs without the administrative dysfunction and discriminatory behaviors that appear systemic within KU’s ABS program.

The University of Kansas has shamefully failed its students, exemplifying a troubling disregard for academic integrity, transparency, and basic respect. Future students should proceed cautiously and consider more reputable and student-focused programs elsewhere. The disregard KU has demonstrated is unacceptable—SHAME ON THEM!

Autism Research Review

An Online Magazine Focused on Autism, Behavior and Education

The Power of Human Touch By M. Friedmann Issue 1:1/25

Avian-Assisted Intervention: Tweethearts

Emotional Behavioral Disorders (EBD): What It Is

Bridging the Gap: The Crucial Role of Special Education Transition Services

The Harsh Reality of Leaving IDEA Protections

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Why Transition Services Matter

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The Lifelong Impact of Transition Services

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What Needs to Change?

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Conclusion: A Call to Action

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We must stop treating transition as an afterthought and start recognizing it as a fundamental right.

Losing Our Children: The Epidemic of Teenage Suicide

The Impact of Technology on Students

A Failure to Communicate: The Importance of Eye-Contact in Human Interaction

The Violence of Youth and the Impact of Social Media on the Proclivity of Violence in Adolescents

Legal Argument Against Colleges or Universities Forcing Students to Use Personal Pronouns as a Condition for Admission, Enrollment, or Continued Attendance

I. Compelled Speech Violates the First Amendment

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II. Violation of Title IX (20 U.S.C. § 1681 et seq.)

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III. Violation of the Equal Protection Clause of the Fourteenth Amendment

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IV. Violation of State Laws Against Discrimination and Compelled Speech

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V. Conclusion: The Legal and Constitutional Case Against Forced Pronoun Use in Higher Education

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Final Argument:

The End of DEI: A Step Toward Academic Excellence and Meritocracy

Freedom of Thought and Expression Will Flourish

Equal Opportunity Will Replace Forced "Equity"

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A Less Politicized, More Focused Learning Environment

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The Future of Higher Education Without DEI: A Return to Excellence

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Conclusion: A Brighter Future for Higher Education

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Why Every School and University Must Have a Comprehensive Emergency Response First Aid Kit

What Should Be in a School’s Emergency First Aid Kit?

1. Severe Bleeding & Trauma Management

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2. Airway & Breathing Management

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3. Medical Emergencies & Life-Threatening Conditions

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4. Burns, Broken Bones, & Soft Tissue Injuries

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5. General Medical Supplies & Infection Control

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6. Comfort & Prolonged Care

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7. Tactical & Emergency Signaling

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1. Emergencies Happen Every Day

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2. Schools Are Targeted for Violence

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3. Natural Disasters Can Disrupt Emergency Medical Services

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Investing in Readiness: What Schools & Universities Must Do

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Final Thought: The Cost of Inaction is Too High

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Below is an example of a practical and applicable Tactical Emergency Pack:

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Tactical Emergency Pack: Purpose and Use of Items

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Airway & Breathing Management

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Bleeding Control & Wound Management

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Fracture & Limb Support

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The Power of Human Touch

By M. Friedmann Issue 1:1/25