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ENG 302 George Mason University English Advocacy Letter

ENG 302 George Mason University English Advocacy Letter

Question Description

I’m working on a english project and need support to help me study.

THIS IS MY FIRST DRAFT. I NEED YOU TO CORRECT IT BASED ON MY PROFESSOR COMMENT.

IU.S. Department of Education

400 Maryland Ave. SW.

Washington, DC 20292-5920

202-260-3887

Dear education department,

My name is (Your name). I am writing down this advocacy letter to request that you assert the inventiveness of education that holds up all students’ physical and emotional well-being and health. Physical and emotional health will make the children feel stable, content, and safe around school grounds. It is also very crucial for them to attain maximum potential academically, socially, and on the side of their career as adults (Griban et al., 2019). These children will excellently flourish in all areas of their growth as they become positive in academics and socialize well with others as they grow to be independent (Vang & Nguyen, 2017). Children with poor physical and emotional health may strain to come up with a good relationship with their peers, drop out of school, and later indulge in criminal acts.

As a system, we can no more manage to deny and ignore the systemic educational stressors that students encounter, parents, and teachers in the high-sake cultural and education system. A certain extend of stress can be understood; however, recurrent stress can become physically and emotionally toxic (Lin & McElwain, 2019). The stipulations have macerating, unprecedented outcomes. Various students are disengaged; experience stress-linked mental disorders, burnouts, and depression are unbridled. Peer pressure among many youths, where most of them feel like they have to fit in, has caused a lot of stress.

Moreover, they may also suffer from panic disorder, especially where students experience anxiety due to examinations or in the case where they have to cover specific topics within a particular duration of time (Townsend et al., 2017). Students show up in schools uninspired and unprepared, making their work ineffective, and cheating is a common act among students. Additionally can opt to drop out of school, low self-esteem and negativity in life.

I am exceptionally requesting that you take action by improving teachers’ selection and attendance, focusing on professional empowerment and development, enhancing cultural competence, cultural responsiveness among professionals, considering adjusting the educational systems and learning hours (Domitrovich et al., 2017). Recently, 66% of students are experiencing stress-related disorders and poor grades, 59% encounter hardships as they take a test, and 55% of students experience an anxiety disorder during school hours (Parker and Hetrick, 2020). The issue is important to me personally, as stress has significant impacts on students in schools.

You have the power within the privilege and capacity to establish vital interventions. I beseech you to ensure you conduct essential steps on improving and enhancing the educational system and restructuring it to decrease its impact on the students’ minds. The main reason to carry out the solutions is ensuring that our students can gain from a system of education that can assist the students in flourishing into bright, healthy, and determined citizens of this century.

I appreciate for offering your time. I hope that I can count on you for your assistance and enhancements on the matter. I look forward to getting a reply from you in the coming week.

Sincerely,

(Your name)

References

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social?emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416.

Griban, G., Kuznietsova, O., Dzenzeliuk, D., Malynskyi, I., Dikhtiarenko, Z., Yeromenko, E., … & Lyhun, N. (2019). Dynamics of psycho-emotional state and individual psychological characteristics of students in the process of physical education classes.

Lin, X., Su, S., & McElwain, A. (2019). Academic stressors as predictors of achievement goal orientations of American and ESL international students. Journal of International Students, 9(4), 1134-1154.

Parker, A. & Hetrick, S. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1). DOI: https://doi.org/10.1080/02673843.2019.1596823

Townsend, L., Musci, R., Stuart, E., Ruble, A., Beaudry, M. B., Schweizer, B., … & Swartz, K. (2017). The association of school climate, depression literacy, and mental health stigma among high school students. Journal of school health, 87(8), 567-574.

Vang, W., & Nguyen, R. (2017). The Effects of Adverse Childhood Experiences (ACEs) on poor Mental and Physical Health Outcomes in Asian LGB students.

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