As the School Year Began
As the new school year began, students entered their classrooms carrying invisible plates. On those plates are the burdens they bring with them-grief, family difficulties, financial insecurity,
loneliness, conflict, lack of sleep, and many other challenges. The classroom teacher will most likely be the first person to encounter the effects of these challenges.
A student who did not get enough sleep may doze off during class and receive a disciplinary referral. Another student, upset after an argument with her best friend, may talk about it during a lesson and be written up for failing to stay on task. The behavior is visible; the burden behind it often is not.
Now imagine what can happen when a student carrying one of these already-loaded plates is also being bullied.
According to the National Center for Education Statistics, approximately 19%-nearly one in five-of students ages 12 to 18 reported being bullied during the 2021-22 school year. Among those students, only about 44% said that an adult at school had been notified. When a bully targets an already-burdened student, what might happen? The student may experience annoyance, fear, anger, isolation, anxiety, or depression. In some cases, the studentmay retaliate.
Schools are required to have policies and procedures for addressing bullying, and those safeguards are essential. But must we wait until a crisis occurs before we begin addressing the problem?
Some may believe that teachers should not be expected to discuss these issues in the classroom. After all, they already have a curriculum to teach, and the school may have a kindness program in place. But will the students who most need to examine their behavior voluntarily participate in
such a program?
That is why I propose using fiction in English language arts classrooms to begin these conversations. English language arts is not an elective, so every student can be exposed to the material. Fiction creates a safe distance from real-life circumstances, allowing students to explore difficult subjects without identifying or singling out a particular student.
Through a shared story, students who are being bullied can gain the confidence and vocabulary to express what they are experiencing. Students who witness bullying can learn constructive ways to intervene. Those engaging in bullying behavior can see its consequences and develop empathy without being publicly accused or shamed. Practical suggestions can be woven naturally into the
narrative and reinforced through classroom discussion and activities.
I wrote Weeper not only to entertain voung readers but also to educate them, give them a voice, and give them hope. Through its story, the book opens the door to honest conversations about
bullying, grief, empathy, kindness, friendship, courage, and forgiveness.
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