American Schools Respond to a National Crisis: Nine-Eleven and Its Aftermath

This brief glimpse into how schools responded to a national tragedy only hints at the magnitude of responses. No school board policy or university program had prepared American educators to respond to events like those of September 11 attack. Teachers and principals simply found themselves confronti...

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Bibliographic Details
Published in:American educational history journal 2004-07, Vol.31 (2), p.187
Main Authors: Hammer, Janet, Davis, O. L., Jr
Format: Article
Language:English
Subjects:
Administrator Responsibility
Air Transportation
Boards of Education
California
Crisis Management
Democracy
Elementary School Students
Elementary School Teachers
Group Unity
National Security
New York
Patriotism
Responses
Schools
Students
Suicide
Teacher Responsibility
Terrorism
Texas
Textbook Content
Urban Schools
Values
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Summary:This brief glimpse into how schools responded to a national tragedy only hints at the magnitude of responses. No school board policy or university program had prepared American educators to respond to events like those of September 11 attack. Teachers and principals simply found themselves confronting a tragic event. Still, they quickly determined to participate in personal and national efforts of recovery from the trauma. Margaret S. Branson, associate director for the Center for Civic Education in Calabasas, California, observed that, during times of crisis educators, most often focus attention on common values. Following the terrorist attacks, consequently, educators focused on the ideals of democracy, freedom, and camaraderie. Much remains to be learned about how or if the national crisis impacted American schools' security and curriculum over an extended period of time.
ISSN:1535-0584