School Violence in North Carolina: Impact on Education and Mental Stability

Running head: SCHOOL VIOLENCE IN NORTH CAROLINA
SCHOOL VIOLENCE IN NORTH CAROLINA
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1SCHOOL VIOLENCE IN NORTH CAROLINA
Several young learners suffer traumatic events and challenges in childhood. The
privileged segment of students has been sustained through social supports and aid in order to
effectively determine those complex situations. However for a major section these struggles
might be having adverse impact whereby these social aids would fail to reveal utmost
competence to mitigate these challenges. For such segment of learners, schools provide a critical
as well as contributory role in order to determine the characteristics of each student while
addressing the individual challenges (Helms). The Public School Forum demonstrates a long
history of determining the immensely critical issues encountered by the schools in North
Carolina. The thesis statement of the essay is “high school criminal activities have adverse
impact on the educational culture and mental stability of the students.”
Immense violence and criminal acts among students in high schools have been creating
hindrances and challenges for the young learners of North Carolina from attaining knowledge in
effective manner. The fatal school executions and shootings have revealed adverse impact on
students as well as on the educational institutes whereby these acts have been affecting the
decisions of the students to continue their education and further impacting the cognitive
development (Thapa et al.). It is compelling to state that the critical exposure to aggressive
criminal acts have caused PTSD symptoms on children who have experienced trauma and
sufferings in their schools thus having cognitive consequences. Thus, these exposures towards
such distressing situations have been resulting in damage to the process of memory integration of
students and further causing complexities among the peers (Billings et al.). Studies identify those
experiences towards brutal acts within the elementary schools had been adverse following to the
fatal sniper attack on their school background (Hinchcliffe). However, it has been noted that such
brutality had been worse for all exposure levels which further reveal an elevating rate of anxiety

2SCHOOL VIOLENCE IN NORTH CAROLINA
and depression of the students who have been exposed towards the high school shooting which
had its occurrence in the elementary schools. Reports claim that among those who had
encountered such brutal acts, over 45% had been categorized as having “severe” PTSD
symptoms and 20% as having ‘moderate’ symptoms who had exhibit a similar account of anxiety
and depression indications (Wolke et al.). It is persuasive to comprehend that acts of school
shootings and brutal acts not only have adverse impact which cause impairments to student
outcomes but acts of bullying have further been distinguished to pose unsympathetic effect on
the youths of North Carolina (Molnar). Furthermore, it has been claimed by researches that the
strong amalgamation of school and neighborhood violence have been posing unconstructive
outcomes thereby impacting the level of educational attainment of the young generation of NC
schools (Hinchcliffe).
Studies further provide contributions through the implementation of immense sadistic
incidents such as school shooting in order to reduce the selection bias which has been produced
by the concentration of violence in the disadvantage and unprivileged localities in North
Carolina. However, with the reasonable conjecture that adverse school shootings had been
exogenous in their own level, the distinguished estimations demonstrate the unbiased
consequences of adverse violence in schools on educational outcomes. Events of brutal acts are
recognized as highly critical for classroom disruptions (Heller et al.). By law, schools have
claimed that such aggressive events in North Carolina schools have created immense rate of
diversions within an academic accomplishment of the students further condensing the
effectiveness of classroom teaching time (Hui). However, critical incidents reflect various
serious events and incidents which have its occurrences on a more frequent basis which can pose
diversions to the pupil’s level of awareness from the educator or lesson (Hui). Thus, such