The 2003 film Old School didn’t take long to cement itself in the pantheon of must-watch-whenever-it’s-on, quotable comedies. From its absurd plotline (three 40-something dudes decide to start a fraternity to offset their otherwise humdrum lives) to its ensemble cast featuring heavy hitters (Will Ferrell, Vince Vaughn) and clever cameos (Snoop, Warren G), Old School invites us to laugh both at and with it.
I admit that I’ve fantasized about what it would be like to be back on a college campus (major networks have yet to accept my proposal for a “reality show” to this end), studying, partying, and dating like I did in the often wee hours of 1995-1998. I often have dreams about being back in college but invariably I am misplaced, lost, ill-equipped, or lonely in those dreams, my brain’s way of reminding me that I am, in fact, too old for school.
But I’m not “old school.”
As our district embarks on meaningful, if not overdue, trauma informed care work, I am equal parts excited and panicked. I know our staff will embrace the philosophy and strategies covered in the trainings. But I also know there are countless people in education who will harrumph at TIC under the guise of being old school.
I’m sorry, I’m old school. Everyone deserves consequences.
These kids just need to suck it up. That’s what we did in our day.
There was no such thing as trauma informed care when we were in school, and we turned out just fine.
Now picture thinking that in reference to a child whose in-and-out father once held him by the ankles over a balcony and threatened to drop him if he didn’t behave. Or to the kindergartner who spent the first sixty days of her life detoxing, in the dark, from her mother’s drug use. Try one on for size with a fifth grader who is routinely beaten by his mom while he cares for his three younger siblings and blind grandmother.
Man, kids today are soft. Am I right?
I recognize that education, like most fields, operates as if on a pendulum. Stick around long enough and you’ll have seen it all; each initiative re-branded as something revolutionary and necessary. As such, I understand the implicit skepticism and exaggerated eye roll when the pendulum swings in a familiar direction. But in this case, we’re not talking about a math program or discipline policy.
We’re talking about kids.
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