Gov. Kathy Hochul has approved a new law, requiring schools to consider installing a silent, panic-alarm system.

Approval of what's known as "Alyssa's Law" comes in the wake of several mass shootings, which have made many elected officials consider more strict gun safety and school safety laws.

Andy Pallotta, president of New York State United Teachers, believes the new provision in school safety plans will quell some of the anxiety students and teachers feel about whether they can be safe in the classroom.

"Well, I think that we are in a position where we support anything that can make students feel safer and staff feel safer," Pallotta explained. "And then, the entire community feel that everything is being done to keep their schools as safe as possible. So, this makes sense."

The bill passed unanimously. The law is named for Alyssa Alhadeff, a 14-year-old who lost her life in the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, in 2018.

Pallotta thinks after hearing input from students, parents and teachers, school districts across the state will find ways to adopt new methods to urgently call first responders.

"In a state like New York, which just came through with a very good budget for education, I think that there are ways they can come up with different methods of making this happen," Pallotta contended.

New York is the third state to approve Alyssa's Law, following its approval in New Jersey and Florida in 2019 and 2020, respectively. It has also been submitted for votes in the state legislatures of Arizona, Nebraska, Texas and Virginia, as well as a national version in the U.S. House of Representatives.

New findings confirm suspicions about the top reasons many students considered dropping out of college over the last six months.

The Gallup and Lumina Foundation report, "Stressed Out and Stopping Out: The Mental Health Crisis in Higher Education," reveals about three in five undergraduates say emotional stress and mental health are the biggest reasons they've considered quitting.

Both far exceed such other factors as cost and course difficulty. Dr. Zainab Okolo - strategy officer at Lumina Foundation - said a growing mental-health crisis is making it difficult to keep pace with students requesting assistance.

"Counseling professionals were overwhelmed, where they had to create waitlists for students that were brave enough to finally reach out for help," said Okolo. "On average now, the waitlists are about eight months. This is a resource demand issue, and the data has made it clear that our students need these mental health resources."

Okolo said isolation exacerbated during the COVID-19 restrictions is waning, but warns students in a two or four year program are just as likely to drop out today than they were during the once-in-a-generation pandemic.

One of the glaring data points for Okolo is that 73% of young adults who decided to forgo higher education entirely, say mental health issues are a significant reason - ranking higher than their need to work.

She said it's an "all hands" on deck situation, with every sector having to make significant adjustments to re-center, and reconsider mental health.

"One example of that - the National Governors Association - their winter meeting was centered on how to equip and inform governors around their investments," said Okolo. "And then, we're seeing - in North Carolina, California, Kentucky and Louisana - these governors coming together and going, 'Yes, we hear you, and let's put some funding towards that work.'"

Okolo added that in states like Indiana, with a high concentration of rural communities, students who have challenges accessing in-person services would benefit from online services.

The survey says seven in 10 college students rate their on-campus mental health resources positively, although those who actually face mental-health issues rate them lower.

Lumina Foundation Vice President of Impact and Planning Courtney Brown said schools can learn from these results.

"There's a way to help students, so this isn't a doom and gloom," said Brown. "We can actually use this and move forward. And we did see in the data that that students who felt like they were were supported by faculty and students experienced much less stress."

Support for this reporting was provided by Lumina Foundation.




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Two reports confirm a troubling trend in terms of Black students attending college.

According to the University System of Georgia, enrollment among Black students dropped by 3.7% between 2021 and 2022.

To reverse the decline, education experts are calling for early support measures to provide more guidance and opportunities.

Morgan Faison, clinical associate professor of education at the University of Georgia, said the steps could help foster a more inclusive environment, and ultimately close the gap between underrepresented students and their peers.

"Black students would benefit from that increased kind of access to these experiences," Faison outlined. "And opportunities that provide more exposure to college, more exposure to careers in teaching, more exposure to mentoring, scholarship opportunities."

During the same time period, enrollment increased at Georgia universities for Asian and Latino students by 7.5 % and 2.7%, respectively.

Another report, from the organization "Level Up," shows a steady decrease in enrollment and completion rates among Black students nationally, across all sectors of higher education, since 2011.

The declines threaten the hard-won socioeconomic advancements and stability of Black families over the years. In response, schools and other organizations have pledged to enhance access and support for young Black students.

Faison pointed out schools must also be purposeful in hiring and retaining diverse staff members, which she believes could play a crucial role in engaging with Black learners.

"Black students who come to the college level are looking for faculty who look like them, who share common experiences, who can provide that kind of similar culturally relevant, culturally responsive learning for them," Faison observed.

The Level Up report found affordability is another key. It cited research which showed 80% of Black Americans believe college is "unaffordable." And in one recent year, 33% of Black college graduates left school with more than $40,000 of debt, compared to 18% of white students and 13% of Hispanic graduates.

Support for this reporting was provided by Lumina Foundation.


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Everyone starts college with pretty much the same dream - to earn a degree and have a better life. But sometimes life gets in the way, and dreams get postponed.

One institution, Wayne State University, has developed a program to help students who left with debt and no diploma come back and finish what they started.

The program is called Warrior Way Back. It offers former students an opportunity to re-enroll and have some of their student debt forgiven.

Amber Greenway Neher is the coordinator of Warrior Way Back. She said people need a second chance.

"A lot of this work is about relationships - not just with the university, but with higher education in general," said Neher. "Because it is that one small thing happened. What seems to the university to be one small thing, but life happens. A family member dies, you lose a job, and things just kind of snowball from there."

Neher said about 500 students have re-enrolled under the program, and more than 150 have earned their degrees.

She said they recently expanded debt forgiveness from $1,500 to $4,000, giving more students an opportunity to return.

Neher said one of the challenges of the program is to locate former students and tell them about the program.

She said the Warrior program lists about 6,700 students who enrolled but did not complete their degrees.

"Getting the word out is a big challenge, especially with an adult learner population," said Neher. "So most of the students who we serve or who benefit from this program are usually over the age of 25, and there's really no streamlined ways to connect with them."

Neher said the program focuses on helping students from disadvantaged backgrounds or marginalized communities.

"We know that students in the program are, compared to our general student population, disproportionately Black or African American," said Neher. "So that's a really important piece to take away from it, too. This is really critical, targeted work that's really playing into Wayne State University's commitment to socioeconomic mobility."

For more information or to see if you qualify, click on go.wayne.edu/wayback.