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Showing posts with label students. Show all posts
Showing posts with label students. Show all posts

Monday, November 1, 2021

Federal Judge Frederick Block Rules That NY Statewide Mask Mandate For Public Schools Will Remain

 

Eastern District Judge Frederic Block. Photo: Rick Kopstein/ALM

The "all students come off the same cookie sheet" thinking of the NYC Department of Education just doesn't work for me. Never has, never will. All kids, parents, people are unique and have different needs, ideas, strategies and goals. I know, because I am an identical twin, and we are not at all alike except on first view, and our voices. Our mom never could tell us apart on the phone, bless her.

What I don't yet understand and may never understand, is why the NYC DOE will not give families the chance to have remote learning. Ok, it did not work last in the past school year. That was due to the lack of sufficient training and funding for enough computers to get all students and staff on the same page - making sure that what is learned and how the information gets to the persons who need to know is in place and working successfully.  

Also, kids and teachers who are not on-site cannot be judged or micro-managed, two very important activities for administrators handling budgets. 

Remote learning and teaching strategies do not work and have never worked because the Department does not want them to, and there is no accountability. Budgets are based upon "seat time" - the number of children sitting in class.  

That's why attendance is so important. Oops, I meant "Too important". 

Betsy Combier

President and Founder, ADVOCATZ
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials

Brooklyn Federal Judge Upholds New York Public School Mask Mandate

A student with asthma filed a lawsuit arguing she should be exempted from the mask mandate.

Jane Wester, Law.com, November 01, 2021 at 11:27 AM


In a 54-page decision, Senior U.S. District Judge Frederic Block of the Eastern District of New York upheld New York’s statewide mask mandate for public schools, though he criticized the “current prolix array of the regulation, recommendations and requirements, guidelines and guidance” that make it challenging to apply.

Block denied a motion from the plaintiff, the parent of a 10-year-old girl with severe asthma, for a preliminary injunction based on alleged violations of her constitutional rights and decided to hold in abeyance the question of preliminary injunctive relief for her state law claims because of ongoing settlement negotiations.

“[S]ince the Court is sensitive to the concerns that parents have for their children, it believes that a full exploration of the national mask mandate dynamics at play and the reach of the [New York State Department of Health Commissioner Howard Zucker]’s actions is warranted,” Block wrote.

The plaintiff filed suit in September after a letter from a doctor saying the student should be exempted from the mask mandate was rejected by school officials, who cited public health guidance saying people with asthma can wear masks.

Block found that rational basis was the appropriate standard for review in the case, rejecting the plaintiff’s arguments that the school district’s rejection violated their fundamental rights.

Block quoted at length from national and state public health guidance, including the state’s guidance for schools, and expressed his “displeasure” with “the complexities and uncertainties” of the school guidance.

The schools’ mask mandate includes a provision for medical exemptions for people with conditions that “prevent them from wearing a mask.”

“The practical upshot of the Commissioner’s regulation, its cryptic adoption of the CDC’s recommendations and its Prevention Strategies, the Health Department’s guidance, and the Education Department’s guidelines is that the school districts and their administrators do not know what precisely they can or cannot do to implement the Mask Mandate. … As shown by this case, all this has left the School District adrift,” Block wrote.

Block also examined the paths taken by states other than New York. He found that New York is one of 16 states with statewide school mask mandates, while 26 other states have left the decision to individual school boards. The remaining eight, including Texas and Florida, had some kind of prohibition on school mask mandates as of the date of Block’s ruling, he found.

The plaintiff submitted several scientific articles as part of the complaint, but Block found that they were “ill-fitted to her arguments,” mostly dealing with environments different from schools. In contrast, he found that the scientific materials submitted by the defendants were well-tailored to the issue at hand.

Block found that the plaintiff’s situation was different in key respects from past cases involving abortion and, separately, the right to refuse medical treatment because mask mandates implicate public health as well as individual health.

“While the Mask Mandate was obviously intended as a health measure, it no more requires a ‘medical treatment’ than laws requiring shoes in public places … or helmets while riding a motorcycle,” he wrote.

Block praised the Franklin Square Union Free School District for its willingness to grapple with the various guidance and requirements involved in the case and expressed hope that the next iteration of the school mask mandate takes a “simpler, more manageable format.”

Sujata Sidhu Gibson of the Gibson Law Firm, who represents the plaintiff, did not respond to a request for comment Friday.

Adam Kleinberg, a partner at Sokoloff Stern representing the school district, said he and his colleagues were pleased that Block recognized the efforts made by the school district.

“We recognize this is a difficult situation for all involved and look forward to a resolution,” Kleinberg said.

Judge Valerie Caproni


NEW YORK CITY (WABC) -- A federal judge in Manhattan on Tuesday declined to block enforcement of New York City's vaccine mandate for public school employees, denying a request for a preliminary injunction from a group of 10 teachers, at least one of whom was denied a religious exemption from the policy.

"Plaintiffs have not shown they are entitled to this extraordinary remedy," Judge Valerie Caproni said in reading her ruling from the bench.

The judge said she found not "even a whiff" of animus toward religion in statements made by New York Mayor Bill de Blasio in enacting the policy, as argued by the plaintiffs.

The group of 10 teachers lost their bid for a temporary injunction last week, but a three-judge federal appeals court granted the Tuesday hearing.

Caproni also faulted the teachers for waiting to file for an injunction until three days after the mandate took effect.

"I'm baffled by the plaintiffs delay in seeking a preliminary injunction," the judge said, adding such "gamesmanship" does nothing to help the cause.

The teachers had accused the city of being "openly hostile" toward certain religious beliefs.

"Nobody's religious beliefs contrary to the pope's would be valid," plaintiffs' attorney Sujata Gibson said, referencing a September newspaper article: "De Blasio said Thursday that only Christian Scientists and Jehovah's Witnesses have any prayer for a religious exemption."

"I believe that shows animus," Gibson said.

"Why does that show animus?" Judge Caproni asked. "I'm having difficulty getting from that to hostility to religion."

"In nearly every appeal the Department of Education was asking that they be denied on the basis that the pope has been vaccinated," Gibson answered.

An attorney for the city, Laura Manicucci, argued there's no problem with how the mandate is enforced. The plaintiffs were denied because there was something about their claims the arbitrator who evaluates them did not buy.

"Each person's personal religious beliefs would require different kinds of evidence and different kinds of statements and it's up to an arbitrator to determine whether those beliefs apply to vaccination," Manicucci said, adding that more than 20 religions have been represented in exemptions granted so far.

"The mandate is not unconstitutional because it doesn't favor one religion over another and it doesn't give any religion an advantage," Manicucci said.

Toward the end of the hearing the judge appeared exasperated by doubts the plaintiffs expressed about the effectiveness of the vaccines, citing purported experts consulted by the plaintiffs.

"You're losing credibility," Caproni said.

A Law Department spokesperson issued a response from the city.

"Every court that has considered a challenge to the DOE's vaccine mandate has found it to be lawful," the statement read. "What we heard from Judge Caproni today was a resounding confirmation that DOE's vaccine policy is lawful and in the public interest and that there was not a shred of evidence of religious animus by the city in implementing the mandate."

Meanwhile, a federal judge ruled Tuesday that New York must continue to allow health care workers to seek exemptions from a statewide vaccine mandate on religious grounds as a lawsuit challenging the requirement proceeds.

Judge David Hurd in Utica had issued a temporary restraining order a month ago after 17 doctors, nurses and other health professionals claimed in a lawsuit that their rights would be violated with a vaccine mandate that disallowed the exemptions.
Hurd's preliminary injunction Tuesday means New York will continue to be barred from enforcing any requirement that employers deny religious exemptions.

Saturday, October 2, 2021

Teachers and Parents Must Leave the NYC Department of Education, Schools Are Not Safe


Parents and teachers are leaving the New York City Department of Education, with good reason.

Nearly 3,700 substitute teachers needed in NYC ahead of vaccine deadline

Kindergarten ICT classes have 22+ students and one teacher, with a paraprofessional. The law requires a limit of 18 children in kindergarten, and that all ICT classes have two certified teachers - one in special education and the other in general education - in all core academic subjects. Classes all the way up through 12 grade are 35+ students, many unmasked, not 3-feet apart, with one teacher. Hallways between classes are stuffed, everyone shoulder-to-shoulder, masked and unmasked, and not a school safety officer in sight.

Violence occurs every day.

These are facts as I know them. The truth could be a lot worse or better, depending on the school and location. If you try to speak to a principal, forget it. Principals have to hide any overcrowding and violent incidents because this harms the school's standing in the community and ends up taking needed funds from the resource bank. 

Principals can, and do, hide academic progress as well:

Are you sure your kid can read? All too many US public schools won’t tell you the truth

In my opinion, leave now if you are a parent of a child in grades pre-k to 8. Parents of high schools should remain vigilant, visit the school, drop off your child in the morning, visit the classroom, ask many questions. Listen to your child. Each child's safety matters. Get to know the Dean or the person responsible for the supervision of the kids during the school day, inside the classrooms and hallways. Don't forget the stairwells.

Teachers - do not resign without a 30-day notice, but look at other schools outside of the NYC DOE now, join the crowd. Your safety matters.

People count.

Betsy Combier

betsy.combier@gmail.com
Editor, Advocatz.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials

Making our schools truly COVID safe

By Catherine Vail, October 1, 2021

On Wednesday, I made a child cry. That morning, a teacher brought her to my fifth-grade classroom, explaining she was on my roster, and I panicked. No, she can’t come in. I already had 25 kids in front of me. No.

Twenty minutes later, my assistant principal appeared at my door, same child. Again I said, No.

I was told I had no choice. The little girl sobbed. My heart lurched. I went inside my room and grabbed Rosita the red bear. Here, sweetheart, she will comfort you, I said as I whispered a yarn in her ear about Rosita’s wayward brother, which made her giggle.

I put an arm around her shoulders and said, welcome honey, welcome to our class.

That’s when I decided I had to leave. I’d been teaching for three days this year, my 18th year on the job. It will be my last.

My school, in Brownsville, Brooklyn, cannot keep me — or my students — safe. Class lineup in the morning takes place with 200 plus kids in an unventilated gym. Teachers wait for up to a half-hour for their fourth and fifth graders who slowly trickle in after their morning health screenings downstairs. I have to drop off and pick up my class every afternoon in the lunchroom, where 120 plus kids are eating, so many of the children are unmasked and not socially distanced.

Twenty-six kids, most in ill-fitting masks drooping below their noses, were in my small classroom barely a foot apart — nowhere near the three feet recommended by the CDC. Deep cleaning? The week before classes began, my sister and I spent six hours scrubbing the classroom. Workbooks, projects, book reports, from March 2020 looked as if they had been preserved in amber, and were covered in a layer of grime. PPE? It wasn’t until that Wednesday, after I had been asking for days, that I was given a half-dozen children and adult masks, a box of gloves, and a container of disinfecting wipes.

The mayor insists schools are safe. They were last year when most kids were remote and in-school classes were organized in pods with five to 10 kids who did not leave their rooms. That is not the case this year. We are in a social experiment that frightens me. Yes, I believe it’s best for kids to be in school.

But has the DOE implemented competent plans to keep the students and staff safe? Maybe in Park Slope, but certainly not in Brownsville. According to the latest data on the Department of Health’s website, only 49% of the people in the zip code where I teach (11212) are fully vaccinated, way below the city average. In my opinion, schools in communities with low vaccination rates need to take additional safety measures to keep their kids and staff safe. I didn’t see that happening.

On Thursday, I filed for a medical accommodation following the guidelines the UFT reached with arbitrators. I’ve been using accumulated sick days ever since. I will not return to my building, to my kids. I have been fully vaccinated since Feb. 13, but I have underlying medical conditions that make me vulnerable if I were to get a breakthrough infection.

The DOE denied my initial application. Did they even read it? I was denied because my medical condition didn’t warrant an exemption for refusal to be vaccinated. But I am vaxxed, for pete’s sake. I filed an appeal and am still waiting for the decision. I have little faith I will be granted the accommodation. In the meantime, my school sent out a notice of a positive case last Friday. I found out later that the positive case came from my fifth-grade classroom — just what I had feared. Today, I found out that a fourth-grade classroom has also been quarantined for 10 days because of a positive case.

I was 46 when I became a New York City Teaching Fellow. I asked to teach in Brownsville, and I have been there for 18 years. I had planned to get to 20. I was with two busloads of kids on a freezing January to celebrate Barack Obama’s inauguration. I campaigned at subway stops with my fourth-grade political action committee. I had to hit the sidewalk one morning when gunshots rang out on my way down Sutter Ave. But I have never been scared; I have never been so afraid that I made a child cry.

Friday, I should have been marching down the hallways with my students, carrying posters attached to yardsticks proclaiming solutions to climate change. Instead, I took a long walk in Prospect Park. Then I returned home and my message machine was blinking.

I pressed the button. A child’s voice. “Ms. Vail, Please come back.”

I’m sorry. I can’t.

Vail has been a teacher in Brownsville, Brooklyn, for 18 years, and at P.S. 156 for the last 13 years.

Saturday, November 21, 2020

Staten Island Councilman Joe Borelli Sues The NYC DOE To Re-Open Schools

 

Staten Island City Councilman Joe Borelli announces a lawsuit to force NYC to resume
in-person learning last month [photo: Paul Martinka]

We do not agree with the sudden closing of all schools. See this from the New York Times, November 20, 2020:

Parents Erupt in Frustration as New York City Schools Close
“Does the mayor think we’re all stay-at-home moms?”

We believe that the NYC Department of Education and NYC itself are in chaos, without any firm, workable standard, or policy to follow, and too many parents, students, and teachers are harmed if the schools keep opening and closing in a haphazard manner, as we see in NYC.

As a parent and teacher advocate, I know that thousands of NYC families do not have food for their kids or internet access. While some effort is being made to remedy this situation, and we value that, the efforts are not enough.

Essential workers who depend upon schools to take care of their kids not only in terms of learning, but feeding, and watching them, giving them opportunities to socialize safely - with masks and 6 feet apart - are all very important not only for these kids today, but tomorrow and far into the future.

At the same time, I am stunned by the denial of accommodations being handed out to educators who are compromised by medical conditions, while others get the rest of the school year teaching remotely. We must do better.

There should be a concerted effort to gather together a team of concerned educators who will visit each home in their community to see what the immediate needs of the families are and make a record.

How about you start, Chancellor Carranza? Donate your salary to this team and put your feet where they need to be, running toward a solution. We know the problems and we have the ability to solve the gap between those who have everything and those who have nothing. Let's do something meaningful.

Best of luck, Councilman Borelli, on this precedent-setting lawsuit.

Betsy Combier
Editor, ADVOCATZ.com
Editor, ADVOCATZ blog
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, NYC Rubber Room Reporter
Editor, NYC Public Voice
Editor, National Public Voice
Editor, Inside 3020-a Teacher Trials 

Staten Island Councilman Joe Borelli, parents file lawsuit to reopen NYC schools
Susan Edelman, NYPOST, November 21, 2020

Staten Island City Councilman Joe Borelli joined parents in filing a second lawsuit seeking an emergency injunction to reopen public schools, he announced Saturday.

The Friday night filing in Manhattan federal court comes on the heels of Mayor de Blasio’s controversial decision to shutter all city schools due to rising COVID-19 cases.

“Mayor de Blasio and Chancellor Carranza have continued to fail our children time and time again,” Borelli said in a statement. “Even though they had six months to prepare for this school year, they failed to do so and our children are forced to pay the price.”

He added, “Remote learning has proven to be a failure and now they have taken the extra step of closing the schools completely. This is utterly irresponsible and unacceptable.”

Borelli and a group of Staten Island parents filed a lawsuit last month in Richmond County Supreme Court to demand a full reopening of schools. The suit complained that remote instruction is depriving students of an adequate education.

The plaintiffs are represented by attorneys Mark Fonte, Lou Gelormino, and James Mermigis.

“Governor Cuomo said just two days ago that ‘the infection rates in the schools are very low and the infections are not coming from the schools,’” Mermigis said in a statement.

“Why are we closing our schools? This is just another example of the random and arbitrary decisions that are being made in Albany and City Hall. But now, we are hurting our children and this incompetence at the top is unacceptable.”

De Blasio said he stuck to a promise to parents and teachers before opening schools that he would shut them as a safety precaution if the positivity rate hit 3 percent on a rolling seven-day average.

Wednesday, May 20, 2020

For Some Students, Remote Learning Is Better Than Sitting in a Classroom

Credit...Jahaira Santiago
Not Everyone Hates Remote Learning. For These Students, It’s a Blessing.

“At home, it seems to be a bit easier to focus on all the work,” said one eighth grader who was struggling in school. “Everything in general is easier.”

By , NY TIMES, May 20, 2020

Salah-Deen Fouathia, an eighth grader at Voice Charter School in Queens, was struggling in school. It was hard to pay attention. Math was a challenge. His grades in health class weren’t great.

So when the pandemic closed all schools, reducing his classes to the size of a screen, his parents feared Salah-Deen would struggle even more. To their delight, the opposite has happened.

With fewer distractions and the help of his parents and teachers, his schooling has been going better, and his grades reflect that.

“At home, it seems to be a bit easier to focus on all the work I’m getting and it’s almost like we’re one on one with the teacher,” Salah-Deen said. “Everything in general is easier.”

For the vast majority of students, remote learning is a poor substitute for being in the classroom. Not everyone has a laptop or reliable internet at home, and the socialization that happens in school can’t be replicated online. There is widespread concern that many students, especially the most vulnerable, will fall behind.

But one unexpected silver lining of the shutdown has been an improved learning experience for certain students, including some who struggle to pay attention in class and even some high-achieving self-starters. Enough students are benefiting from this crash course in remote learning that parents and educators are wondering if, when buildings reopen, there are aspects that can be continued for these students, as well as lessons that can apply to everyone else.

For some, the avoidance of distractions like disruptive classmates, or simply not being in a room filled with other children, has been a boon. Others have taken advantage of the ability, when offered by their teachers, to work at their own pace and take breaks when they want.

Some students have found it easier to participate in remote classes without the social pressures of a physical classroom. Introverts who are the last to volunteer an answer in class, even when they know it, are now making themselves heard.

“Kids who would not have put a hand up at the end of a lesson are now emailing me,” said Mike Drosos, a seventh-grade math teacher at Voice Charter. He said that it seemed to help those students “when the teacher isn’t making direct eye contact six inches from their desk.”

Miari Roberts, a special education teacher at Brooklyn Academy High School, a transfer school for students who have not been successful elsewhere, said that she had seen something similar. One student in particular had not even been coming to school, Ms. Roberts said. Now she is turning in all her assignments.

“Because her attendance was so poor, some teachers didn’t know her,” Ms. Roberts said. “Now those teachers are like, ‘Wow, who’s this girl?’ It’s this big turnaround.”

And the work she is handing in is good, Ms. Roberts said. When she asked the student why this works better for her, the girl said that her anxiety made going to school difficult.

For motivated students who don’t need a lot of help from their teachers, learning from home means they can set their own pace. Kaleb Stumpenhorst, who is in sixth grade at a public school in suburban Chicago, wakes up every morning around 6:30 or 7 and gets right to work. He tackles one or two classes, usually starting with math, before stopping for breakfast. By 9:30 a.m., he is done for the day.

“I like doing work this way better because I can do it in my own time,” he said, adding that it was by no means heaven. “I like going to school because I can see all my friends.”

His father, Josh Stumpenhorst, a middle school librarian in a nearby district, said that among his students, another group that has found some relief is children who are picked on by their classmates.

“Some of those kids are really liking it at home because they’re not dealing with the social anxiety of being quote-unquote different,” he said.

Educators say behavior issues appear to be less of a problem in general. With many schools not offering “live” instruction, instead sending out assignments to complete each day or week, there is no class to disrupt. Even when a class takes place on Zoom, if a student has a tendency to goof off for attention, there’s only so much attention that child can get while sitting at home, especially when the teacher has the power to mute a student’s microphone.

Of course, those students, and many others, may not be doing well under remote instruction; Ms. Roberts said that a lot of her students are just not completing their work.

Educational consultants at Teaching Matters, an organization focused on increasing teacher effectiveness, say the teachers they work with in New York City public schools each have at least one or two students who are thriving remotely. That leaves another 20-plus students who are not.

For nearly two decades, some education policymakers, tech titans and philanthropists have wanted to integrate computers more fully into education, with hybrid instruction that mixes online and in-person learning, letting students move at their own pace. But given the anxieties about screen time among parents and the potential for job loss among teachers, the idea has been tried in just a few schools.

The current experiment with digital schooling shows the promise of the approach for a subset of students, if by no means the majority.

“I hope if we learn anything from this,” Mr. Stumpenhorst said, “it’s that this does work for some kids and could be a viable option, some kind of hybrid model, when we go back to normal.”

Some of what works for these children about remote learning, however, will not translate well to the schoolhouse, like the freedom from classroom distractions or bullying. Still, Lynette Guastaferro, the chief executive of Teaching Matters, says her organization will counsel teachers to keep using what they have learned remotely — indeed, she expects they are going to have to, because school is unlikely to snap back to normal in September.

The way some teachers are incorporating videos and other multimedia into lessons is encouraging, she said, and could especially benefit so-called visual learners. Teachers could also let students use multiple ways of demonstrating they have mastered material — some are allowing students to make videos or podcasts, for example, to show that they know how to construct an argument.

Teachers could also lay out what they plan to teach, and how the students will be assessed, in a visual manner that students can refer back to, Ms. Guastaferro said.

“Why don’t they give the kids a video they can watch over and over again at their own pace,” she said. “When they’re learning the Pythagorean theorem, why not give them some multimedia that they can go backward and forward and watch over and over?

“There’s no reason for all learning to be built for extroverted, socialized kids.”

Jahaira Santiago, Salah-Deen’s mother, said the way schoolwork is mapped out and sent home allows her and her husband to keep an eye on her son’s assignments.

“I did struggle with, ‘OK, what do you have to do today?’” she said. “Now I can just look at it, I don’t have to wait until he tells me.”

Ms. Santiago said that she and her husband check on Salah-Deen probably once every other hour to see if he needs help, give him encouragement and make sure he’s doing his work.

Remote learning has not just required adjustments for students, but for teachers as well. Administrators say that while some of their most successful teachers have struggled to connect with students this way, other educators have shown surprising results. Some teachers may work better alone. And for younger teachers, learning the technology wasn’t such a stretch.

Susan Enfield, the superintendent of Highline Public Schools near Seattle, said a principal recently told her about a teacher who had a tendency to be silent in meetings with colleagues and had trouble delivering effective lessons.

But as the teacher and her co-workers rewrote their playbook on the fly, she contributed innovative ideas, tutored parents so they could help their children, and reached the students with creative lessons. From her living room, she has blossomed.

The principal was planning to put the teacher on a remediation plan, Ms. Enfield said, “but she’s knocking it out of the park on remote learning.”

Dana Goldstein contributed reporting.

Sunday, March 23, 2014

NYC Students' Suicides Shock The City and Must Bring Change In Dealing With Troubled Youth

Kids are in pain. In New York City's public schools, the way the Department of Education deals with kids in pain is to punish them. And, punish their parents as well for allowing their kids to remain in a troubled state. It's all the parents' fault.

I know all about this, as a parent advocate for suspended students and for special needs children who are not getting the services and support that they need to succeed and reach their personal bests. The purpose of Superintendent Suspensions as they are currently run by TWEED (NYC Department of Education headquarters) is to throw out any child of any age who is African-American and/or has an IEP or Individualized Education Plan and take their money (for service providers, OT, PT, counseling, etc.) . Kids who need help are thrown into alternative education centers where they are neglected and deliberately ignored, for any length of time convenient for a school principal. The person I know best who does this is African-American herself: Manhattan Suspension Hearing Office Head Shirley Rowe. I have been writing about her since 2006 on my website Parentadvocates.org. Here is one of my articles:
NYC Booker T. Washington Principal Dr. Elana Elster and her AP Bertha Mcgee (or McGhee) Racially Discriminate Among Their Students and Practice Disability Harassment
The problem is that race and disability harassment at the DOE is rampant, random and discriminatory. And if anyone wants me to testify about my 16-year documentation of this, just ask.

When you are a young person and cannot find anyone who will hear your troubles and you are in pain, you hurt yourself or others. C'mon, folks, we gotta change this. Fast.

Betsy Combier

10 NYC schoolchildren have committed suicide in 2014

, March 23, 2014

LINK
The city’s public schools are in the grip of a suicide epidemic.
Ten students have taken their own lives in the past seven weeks, according to remarks made Saturday by Chancellor Carmen Fariña (pictured above)
“As chancellor, I’ve been on the job seven weeks, and there have already been 10 reported suicides. We cannot allow those,” she told 250 new principals at Stuyvesant HS during a private meeting.
“I get those e-mails all the time. And it makes me heartsick.”
The tragic statistic — which amounts to more than one suicide per week — has not been released publicly. The Post obtained a recording of Fariña’s address.
None of the suicides occurred on school property, Department of Education spokeswoman Margie Feinberg said later Saturday. She could not immediately provide the ages or schools of the children.
The only suicide publicly reported was the heartbreaking death on Feb. 13 of 15-year-old Jayah Shaileya Ram-Jackson.
A gifted student at the NEST+m school on the Lower East Side, Jayah leaped from the roof of her grandmother’s 27-story apartment building on the Upper West Side.
“At least eight people have told me they want me to kill myself in the past two days,” the girl wrote on Facebook a month before.