I’ll never forget the day when 17 of my classmates and teachers were assassinated in one of the most dangerous school shootings in our nation’s history. I’ll also never forget the collective anxiety, worry, and grief everyone at Marjory Stoneman Douglas High School felt in the months following the tragedy.
I remember struggling with not sleeping or eating. I remember stopping varsity track and field after 6 years, giving up my position of captain. I keep in mind having problem with an appointed essay for one class, as the continuous thought of my lost pals weighed on my capability to focus. When I confided in my instructor that I was not able to write, she told me to put my grief in a box and complete the paper.
This was not an uncommon encounter with Marjory Stoneman Douglas teachers and administrators after the shooting. 2 weeks after the shooting happened, trainees and teachers were anticipated to go back to the campus and the criminal offense scene. The psychological health experts provided were mostly inaccessible and inadequate for the more than 3,000 trainees and staff navigating their trauma and sorrow. In the following months, my graduating class walked across the phase with no information or resources now that we remained in the real world. There was no plan for us.
This week, two more of my schoolmates and fellow survivors have been lost to this tragedy, this time by suicide As the nation mourns, we need to ask what we did and what we ought to be doing to support the mental health of those who made it through Parkland and other mass shootings.
The mass shooting generation
My generation is the generation of mass shootings. A deeper understanding of psychological health lacks precedence in the national discussion.
After the Parkland shooting, mental health resources to survivors and trainees at our school were woefully insufficient. When requested remark, Broward County Schools told Vox that they “concentrated on the wellness of trainees, professors, households and the neighborhood,” which included opening five locations for psychological health assistance, bringing more than 25 mental health clinicians to the school in addition to two additional assistance therapists, and therapy canines. These additions weren’t almost enough for our school population. Therapists were just offered on a day-to-day basis, meaning a student seeking counseling several times would likely be working with a various person each time. Trainees were not able to construct the trusting relationships necessary to assist survivors feel comfy discussing trauma.