| Popis: |
This chapter will illustrate how Massachusetts administrators and schools have responded to the increasing emotional needs of students and increasing expectations to support, prevent, and treat student behavioral health. Prevailing school practices rooted in positivity (good attitude) and criminal doctrine are examined as complicit approaches in the dominant soft skill culture and discourse. How the role of high school principal has transformed from educational leader to principal parent, principal law enforcer, principal social welfare czar, principal bureaucrat, and principal disempowered is examined from the personal perspective of a Massachusetts high school teacher and administrator. |
