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Young Wisconsinites are self-harming at alarming rates at the start and return of school after breaks

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Young Wisconsinites are self-harming at alarming rates at the start and return of school after breaks


Young people in Wisconsin have been self-harming at escalating rates since the start of the 2022-23 school year, according to data from the National Syndromic Surveillance Program.

That aligns with the general rise in mental health needs among young people, who increasingly feel sad and helpless, are considering and even attempting suicide, and being diagnosed with mental health problem such as depression, anxiety, or behavioral problems.

Medical experts from the Department of Health Services have identified spikes in self-harm in September and January, typically the start and return of school. September 2022 and January 2023 saw a 40% increase in youth self-harm compared to each of their preceding months, August and December respectively, according to DHS. And although fewer students self-harmed in September 2023, that month still represented a 14% jump from August 2023, which signals a serious concern.

Syndromic data, part of DHS’s Comprehensive Suicide Prevention program that began in 2022, focuses on recognizing spikes as part of the DHS early warning system. In adolescents aged 10 to 19, it calculated self-harm trends based on these transitional months back to school.

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Also called self-directed violence or self-injury, self-harm is defined as “anything a person does intentionally that can cause injury to self, including death,” according to the the Centers for Disease Control and Prevention. It can include cutting, burning, poisoning, head-banging, self-biting and self-scratching.

Children and youth with developmental disabilities, such as autism and intellectual disability, are more likely to engage in self-harm than youth without disabilities, according to the CDC. Additionally, young people with depression, anxiety and conduct disorder have a higher rate of self-injury, including suicide, than children without these conditions.

Paula Tran, the state health officer and administrator of the DHS Division of Public Health, said in a press release that young people and families experience additional jolts of stress at the start of the fall and spring semesters.

“Parents, guardians, teachers, mentors and others can support the young people in their life by knowing the signs of self-harm, talking openly about the struggles youth are facing, and listening to what young people have to say without judgment,” Tran wrote.

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Wisconsin girls are 4 times as likely to be hospitalized for self-harm than Wisconsin boys.

While everyone who attempts suicide self-injures, not everyone who self-injures is suicidal. The National Council for Mental Wellbeing distinguishes self-harm as a coping mechanism rather than an act of escaping pain and mental anguish. Self-harm can put someone at a higher risk of suicide if the signs are ignored or written off.

The surge in cases of girls self-harming is critical. According to the Wisconsin Self-Injury Data Dashboard:

  • Girls and women had nearly twice the hospital visits for self-harm than boys and men in 2022, at 2,023 and 1,057, respectively.
  • Nearly 600 girls 17 and younger in Wisconsin self-harmed in 2022, compared with nearly 150 boys, a 75% difference.
  • Girls experienced a 50% jump in self-harm hospitalizations between 2020 and 2022, while boys didn’t experience a significant rise in self-harm hospitalization.

Hospitals in southeastern Wisconsin and northeastern Wisconsin reported the most patients coming in for self-harm in 2022, with 1,064 southeastern hospitalizations and 750 northeastern hospitalizations.

Patients with diagnosed mental health conditions made up 87% of self-harm hospitalizations. Other factors include substance use disorder, alcohol use disorder, suicidal ideation and a history of self-harm.

Unsure if your child is self-harming? Here are some signs to look out for.

According to DHS:

  • Increased secrecy.
  • Emotional withdrawal or changes in mood and behavior.
  • Less time with peers or family members.
  • Unexplained cuts, burns or bruises, which typically occur on the arms, legs, and stomach.
  • Discovering razors, sharps, knives or other items that may be used to self-injure.
  • Keeping arms and legs covered even when it is inconvenient to do so.

DHS recommends the following actions for parents or guardians and others looking to help a young person who is self-harming:

  • Do not ignore the problem or treat it like a passing fad.
  • Listen to them without judgment. Do not try to problem-solve or put things in a more positive light for them, but instead focus on confirming what you’re hearing them tell you.
  • Recognize when the help of a professional is needed. You can find information on the signs of a mental health crisis, including situations that require an immediate call for professional help on the Crisis Services: Identifying a Crisis page.

Linda Hall, director of the Wisconsin Office of Children’s Mental Health, a state agency within DHS, also suggests having regular check-ins with your child where you listen without judgment. From there, Hall said, you can discuss healthy coping skills to help manage academic and social stress. That can look like encouraging healthy habits, physical activity, getting adequate sleep and eating nutritious food, “all of which help to build resilience.”

“95% of kids trust their parents to provide them with the right information and when it comes to mental health, they are ready to talk,” Hall said.

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More information about self-harm and strategies to build resilience can be found at dhs.wisconsin.gov/injury-prevention/self-harm.htm. The Office of Children’s Mental Health held a video briefing Jan. 12 regarding its annual report, which details areas of concern and offers actions to improve young people’s well-being.

The 988 Suicide & Crisis Lifeline provides free and confidential support for anyone experiencing a suicidal, mental health, and/or substance use crisis. People of all ages who need help for themselves or a loved one can call, text, or chat 24/7 to be connected with a trained counselor.

“People who self-harm can and do recover,” said Tran, the state health officer. “Parents, guardians, and others are crucial support systems for young people. Talking openly with and truly listening to a young person who is self-harming and working with them to get them connected to the resources that meet their needs are important ways to support their mental health and well-being.”

Natalie Eilbert covers mental health issues for USA TODAY NETWORK-Wisconsin. She welcomes story tips and feedback. You can reach her at neilbert@gannett.com or view her Twitter profile at @natalie_eilbert. If you or someone you know is dealing with suicidal thoughts, call the National Suicide Prevention Lifeline at 988 or text “Hopeline” to the National Crisis Text Line at 741-741.





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Apprenticeship meant to ease Wisconsin’s teacher shortage ‘stalling’

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Apprenticeship meant to ease Wisconsin’s teacher shortage ‘stalling’


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Matthew Jacobson found his calling in middle school history class.

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As a sixth grader at St. John Vianney Catholic School in Brookfield, he voluntarily completed additional research projects and jumped at the chance to present to his classmates. He never saw the extra assignments as work — he was having fun. When Jacobson’s teacher told him he’d make a great educator himself, he set his sights on the profession. In high school, he participated in Elmbrook School District’s future teachers program and planned to enroll in university for his teaching degree. 

But life had other plans. Several weeks before his high school graduation, Jacobson was forced to move out on his own. He picked up a cooking job to “pay the bills and survive.” The gig didn’t leave extra money or time for college. 

“I didn’t really know how to get back into college and go meet my dream,” Jacobson said. 

Two years later, he heard about a novel apprenticeship program, where future teachers earn money working in schools as they obtain their education and certifications. 

“I was like, ‘That’s my way back in,’” he said. 

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State officials launched the program in 2024 to ease the educator shortage by offering students an alternative route to the profession — one where they don’t have to put their careers on pause while racking up student debt. Jacobson is one of the first eight teacher apprentices. 

Today, Jacobson has returned to Elmbrook to serve as a classroom aide. In two years, he’ll have the proper training for the district to hire him as an elementary or middle school teacher.

But as participants reach the program’s halfway point, its future beyond this initial “pilot” phase is unclear — raising questions about whether apprenticeships will become a viable solution to Wisconsin’s struggle to find and keep educators. 

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While the route has been life-changing for students like Jacobson, program leaders are having trouble enticing school districts to take on more apprentices. Enrollment has ground to a halt; the two technical colleges involved don’t have any new students signed up to begin in the fall. 

Wisconsin Department of Workforce Development officials say whether the program continues or grows depends on if districts get on board and sponsor trainees to join up. But district leaders say a major hurdle is the cost — a key appeal of an apprenticeship is the employer paying them for the time they spend learning, but many public schools are already strapped for cash. Some want more funding tied to the program. 

“(It’s) stalling a little bit,” said Trent Sorensen, a Fox Valley Technical College dean. “We don’t have any (students) coming in for the fall. … There’s plenty of time, but it’s not taking off like it did in other states, and it’s simply because of the funding.”

A new way to train teachers

Wisconsin schools struggle to find enough teachers needed to lead classrooms — a problem largely fueled by poor retention and new workers moving to other states after graduating.

In 2024, Congress came through with some assistance: $570,000 in federal funds earmarked for establishing a teacher apprenticeship program in Wisconsin. 

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Officials from DWD, the Department of Public Instruction, the Wisconsin Technical College System, and two universities teamed up to debut the pilot in January 2024. They praised the “earn-while-you-learn” approach to establishing a pipeline of workers: Districts could guarantee they’d have future teachers, while also filling lower-skilled jobs in the meantime. 

Typically, aspiring teachers work a shorter classroom internship while studying for their bachelor’s degree and then complete a semester of student teaching after graduating. The apprenticeship is “taking that entire approach and flipping it on its head,” said Nick Abbott, senior program and policy analyst at the Bureau of Apprenticeship Standards — creating a potentially more accessible path to the profession. 

“Traditional educator preparation programs can be expensive, as they often require unpaid student teaching, which might not be feasible for low-income students, nontraditional students or individuals looking to change careers,” Gov. Tony Evers said when the program launched. “The new teacher apprenticeship pilot program will help address issues in turnover and retention, reduce barriers and encourage young people to enter the field.”

Apprenticeships are becoming more common in Wisconsin in fields ranging from plumbing to nursing. Participation has hit record highs for the last four years. These gigs are far more common for hands-on jobs in the skilled trades than fields like education and health care, but that’s changing with initiatives like the teacher apprenticeship program.

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Here’s how it works: A school district hires an apprentice, who enrolls at Fox Valley Technical College or Waukesha County Technical College for two years to complete a Foundations of Teacher Education associate’s degree. When finished, the student transfers to Lakeland University or the University of Wisconsin-Whitewater at Rock County to finish a bachelor’s degree.

Throughout those roughly four years of schooling, the apprentice works inside the classroom as an assistant for 32 hours each week and spends eight hours a week learning at college. The school district the person works for pays an hourly wage for those 40 total hours. When apprentices finish the training, they’re qualified to work as a classroom teacher.

“Nothing prepares you for doing this job, other than doing the job,” Jacobson said. “Being at a school working with kids is easily 10 times more important than any of the classes I’ve taken, and I get way better experience and much more value out of just doing it and learning through failure.” 

As a way of incentivizing the program during its infancy, the eight students get half of their tuition costs reimbursed with federal grant funds. 

Four districts participate in the pilot: Wauwatosa, Greendale, Elmbrook and Appleton. The districts are not required to pay for the remainder of the apprentice’s tuition — Elmbrook, a relativelywealthy districtwas the only one that did. 

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State leaders also hope the apprenticeships might help with teacher retention. Teachers will start with four years of classroom management experience already under their belt, far more than usual.Plus, other teachers mentor them on the job. That essentially eliminates the difficult experience of being a first-year teacher, said Appleton Area School District Chief Human Resources Officer Julie King. 

“Managing a classroom and the curriculum and all the demands of the job is very overwhelming after having maybe 18 weeks of student teaching experience,” King said. “To learn alongside a professional that has been in the career, knows all the ins and outs, has skill sets and strategies to work with students – to have that benefit of working alongside somebody like that for four years, you’re much, much better prepared.”

Given these promises, teacher apprenticeships have recently exploded nationwide — 45 states have brought programs online in the last few years. They vary widely in their funding approaches and in the costs to districts and students. States have often looked to Tennessee, the country’s first program, as a standout model. The state’s program, launched in 2020, now helps fund 600 new teacher trainees annually at no cost to the apprentices.

Enticing schools a challenge

In his Foundations of Reading class last fall, Jacobson learned about phonological and phonemic awareness, or the ability to recognize distinct parts of a word — a key skill for learning how to read. Using what he learned, he started running his own reading support group for students needing extra help. 

“The second you learn something, I don’t have to wait two years before I actually apply that knowledge to my job,” Jacobson said. “No, I’m applying it that same day or the next day, which then makes it stick a lot more.”

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The program gets high marks from trainees and schools. So why aren’t more signing up?

Money. Both school districts and apprentices are struggling to afford it. 

The four districts that already have apprentices are waiting until their current students graduate to decide whether to add more, Abbott said. 

“I want to stress that the apprenticeship model itself remains available to all school employers in the state who wish to adopt it,” Abbott said. “It comes down to finding partners.”

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But getting more of Wisconsin’s 400-plus districts to bite has been difficult. 

Sorensen, the Fox Valley Tech dean, said the college isn’t seeing interest from districts because many are contending with too-tight budgets. School leaders have long argued the state’s funding system hasn’t kept up with rising costs, which, as Wisconsin Watch recently reported, has resulted in a recent wave of school closures, layoffs and budget cuts. 

That’s made it hard for districts to pay for the hours when trainees are in college, and not working in the classroom. 

“It’s challenging for school districts to be able to build in that release time. We did hear that, and that’s really understandable,” said Dena Constantineau, Waukesha County Tech’s associate dean of education and human services. “I mean, they really rely on their people, and so they need them in the classroom.”

Even with the discount from the federal grant, tuition can be costly. For example, the average annual tuition costs at least $5,900 for the technical college portion and about $6,000 for UW-Whitewater at Rock County. That means the leftover cost to apprentices could still be upwards of $12,000. 

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Plus, the federal funds that helped launch the pilot run out next March, so there could be even less tuition assistance for future apprentices.  

The Appleton Area School District would love to put more students into the program, “if there was funding” to entice participants, King said. The district couldn’t afford to give students more tuition assistance, which hampered participation. 

“The unknown for us moving forward is there is no state funding. If there’s other opportunities for that tuition relief for the individual, that’s really what entices people to engage in that program,” King said.

“The question on the future really is, ‘Where is the funding and the structures going to be in the future to make sure that it’s a viable option moving forward?’” King said. “‘That it reduces the financial barrier? That it’s accessible?’” 

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Find her on Instagram and Twitter, or send her an email at mdunlap@wisconsinwatch.org.

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Wisconsin DOT announces revocation of licenses for wholesale dealers throughout the state

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Wisconsin DOT announces revocation of licenses for wholesale dealers throughout the state


MADISON, Wis. (WMTV) – The Wisconsin Department of Transportation Division of Motor Vehicles announced on Thursday it revoked the licenses for eight wholesale dealers throughout Wisconsin.

The DMV Dealer and Agent Section determined that the dealers violated state law when they failed to maintain a dealer bond.

The following dealers had their licenses revoked:

Located at 101 Skyline Drive #1 Arlington:

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  • Alpha Motorworks Inc.
  • Slick One Auto Sales LLC.

Located at 1645 North Spring Street #210 in Beaver Dam:

  • Point B Auto LLC
  • Aurum Lane Auto Group LLC
  • Turbo Motor Vehicles LLC

Located at N5876 US Highway #12 in Elkhorn:

  • Empire General Motors Inc.
  • Culture Motorsports LLC

Located at 6830 West Villard Avenue #170 in Milwaukee

The decision to revoke these licenses was confirmed by hearing examiner on April 17.

Following a 30-day appeal period, the revocations became final on May 17.

Click here to download the WMTV15 News app or our WMTV15 First Alert weather app.

Copyright 2026 WMTV. All rights reserved.



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Wisconsin’s recruiting class takes center stage at latest UA Next Camp

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Wisconsin’s recruiting class takes center stage at latest UA Next Camp


The Wisconsin Badgers were extremely well represented at the most recent UA Next Camp.

In total, seven future Badgers competed at the May 24 UA Next Camp in Chicago, IL.

Shockingly, two of the seven recruits in attendance aren’t Wisconsin natives. Knowing how well represented Luke Fickell’s class of 2027 is with in-state talent, it was great to see the likes of quarterback Jack Sorgi (Indiana) and defensive lineman David Hill (Illinois) make the trip to Chicago.

The complete list of Wisconsin players who were at the camp can be found below:

  • QB Jack Sorgi
  • EDGE Isaac Miller
  • IOL Hunter and Reece Mallinger
  • DL David Hill
  • OT Cole Reiter
  • OT Ethan McIntosh

Of those seven, Reiter is the team’s highest-ranked recruit.

Notable absences included:

  • Four-star running back Kingston Allen
  • Four-star tight end Korz Loken

Nonetheless, Wisconsin received a ton of praise from Billy Tucker, the director of the UA All-America game.

Currently, they still have the No. 17-ranked class of 2027, according to 247Sports.

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Contact/Follow @TheBadgersWire on X (formerly Twitter) and like our page on Facebook to follow ongoing coverage of Wisconsin Badgers news, notes and opinion.





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