The bewildering aspect of the stabbing murder of a 15-year-old freshman at Lincoln-Sudbury Regional High School has little to do with the fact that the crime occurred in one of the state's wealthier areas. The real shock is that such a crime could occur in a school that makes an extraordinary commitment to counsel and educate students with emotional and psychological disabilities.
Odgren, the 16-year-old student charged with the murder of James Alenson, has been diagnosed with Asperger's disorder, a form of autism, according to his attorney. The boy was enrolled in a special program at the high school designed to help students succeed by offering flexible schedules and personalized course loads. Students in this Great Opportunities program see counselors, a clinical psychologist, and a classroom coordinator. And this is just one of several special programs offered at a school that enjoys a reputation for open communication and even affection between teachers and students.
No school district can afford to ignore the lessons from this case. Much, including motive, remains unknown. But the need for strong inquiries in a few areas is already clear. Several students have told reporters that the suspect had adopted a style of dress similar to the perpetrators of the 1999 Columbine school massacre in Colorado. Others say he boasted about a weapons collection and made morbid references. Yet there is no clear indication that students informed responsible adults about their concerns or that the faculty picked up similar cues.
To see what went wrong at Lincoln-Sudbury, it might help to see what went right at New Bedford High School, where police foiled a 2001 alleged plot by five teenagers to gun down students and faculty. In that case, a student expressed fears to a teacher who in turn referred the matter to a guidance counselor who wisely called police. Simultaneously, other students were contacting police officers who specialize in forming relations with school-age youths. A school custodian in that case also uncovered a key piece of physical evidence. It was an all-city effort.
Screening of students for the regional high school's special ed programs may also need to be reevaluated. The commitment to serving students with a wide range of disabilities under one roof is strong in the Lincoln-Sudbury district. But the educational philosophy is only as sound as the screening is vigorous.
It's too much to ask adolescents to interpret odd behaviors or comments by classmates. But it's not too much to ask them to point out such matters to trusted adults. Successful institutions, including schools, distribute responsibility throughout the entire ranks. In business, it's called "pushing smarts down." Even the best schools in the state need to push harder.
2007-01-24
00:10:43
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