“Schools Struggle with Misuse of Emergency Petitions for Students”

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In Wicomico County, Maryland, a troubling pattern has emerged over the past eight years. On average, three times a week, police cars arrive at local schools to transport students, some as young as 5 years old, to hospital emergency rooms for psychiatric evaluations. This practice, known as petitions for emergency evaluation, is intended for individuals with severe mental illness who pose a danger to themselves or others, serving as the first step towards involuntary commitment to a psychiatric hospital.

However, advocates argue that schools across the nation are increasingly using emergency petitions in response to behavioral issues stemming from bullying or frustration over assignments. These hospital trips often come after months or even years of unmet needs. Black students and those with disabilities are disproportionately affected.

Wicomico County schools pledged not to misuse emergency petitions in a 2017 settlement with the U.S. Department of Justice. While suspensions and expulsions decreased, mandated trips to the emergency room rose.

Last year, over 100 children from Wicomico schools were handcuffed and sent to the emergency room, with more than 40% of them aged 12 or younger, and over half being Black children, despite comprising a smaller portion of the student population.

Advocates and parents point to a lack of resources, insufficiently trained staff, and a punitive school culture as underlying causes for the misuse of emergency petitions. Students with disabilities often find themselves trapped in a system ill-equipped to address their unique needs, leading to frustration and inappropriate responses from schools.

While Wicomico County school officials insist that emergency petitions are reserved for extreme, life-threatening situations, data shows a different reality. The reasons for the disproportionate use of emergency petitions in Wicomico compared to other Maryland districts remain unclear.

The 2017 settlement aimed to reduce racial and disability-related disparities in suspensions and alternative school placements but failed to address the root causes of the problem. Parents and educators argue that more training for teachers and support for managing disruptive behavior could mitigate the reliance on emergency petitions.

Without comprehensive data on psychiatric assessments, it remains challenging to hold schools accountable for these actions. In many cases, children in distress are not receiving the support they need, and the civil rights of Black and disabled students are at risk.

The issue extends beyond Wicomico, as other regions, such as New York City, Kentucky, and Florida, also grapple with the inappropriate use of psychiatric assessments on students. Efforts to address the problem must consider the unique challenges faced by students with disabilities and prioritize resources to support their needs.

In conclusion, the misuse of emergency petitions in schools raises serious concerns about the well-being and civil rights of students, particularly those from marginalized communities. Addressing this issue requires a comprehensive approach that encompasses training, resources, and cultural awareness to provide better support for all students.

Frequently Asked Questions (FAQs) about School Psychiatric Evaluations

More about School Psychiatric Evaluations

• The Hechinger Report
• U.S. Department of Justice
• National Disability Rights Network
• National Center for Youth Law
• Carnegie Corporation of New York
• Maple Shade Youth and Family Services