“Fuck…” I got the job.

Rasta Beach @SecondLife pic.twitter.com/jQowVnd8JN

— Nanny Maroon (@FunTechEduArt) May 4, 2018

Most people have some visceral reaction to adult content. As teachers, we are conditioned to have adverse feelings. This is an example of a non-cognitive construct. We bring this training onto our campus where we hold students to the same standards. Many, if not all, students experience hearing about or even sharing this type of information with each other every day. If you spend any time with the general population, you will see that it is the norm in the lives of many people… especially in California… even without easy access to the Internet.

Honestly, the content of that video is exactly what I heard the first time I stepped into a California school as a prospective employee. I was in the high school library. I had to type an essay as part of the application process and was waiting to use a computer. A student directly behind me started talking. The first word out of her mouth was profane. “What have I walked into?” I wondered. I sat down and began typing, “Fuck…” I got the job.

Even more to the point, what about our students who must deal with this dichotomous reality? Is it reasonable to conclude that moving back and forth between these situations has a significant impact on their emotions? Are we, as educators, exercising appropriate care by ignoring this dynamic?  Does the transition between these moments adversely affect their academic performance? Is it possible that the time and attention it takes to compartmentalize environments distracts from focus on studies?

Would providing additional support in the form of an emotional assessment designed to reveal and teach students how to manage different emotions provide additional coping skills that save time and increase comfort leading to more confidence and, ultimately, improved academic performance?