I was a +1 at an ESOL conference recently where this point was heavily featured by both elementary and high school faculty. There are warning signs, students w

I was a +1 at an ESOL conference recently where this point was heavily featured by both elementary and high school faculty. There are warning signs, students who are regressing, who are being failed (often by being passed) by their teachers and schools who don't have the processes or resources to identify and divert them. They're primarily male, and until they're out of that school system, they don't often have a chance to discover who they are in a context free from conflict, stress, and failure. I wouldn't call it feminization because it comes down to the support the superintendents have from above and below for testing and support, but it's certainly a combination of lies in aggregate, leftovers from zero tolerance and NCLB, and expansions of duties without sufficient resources. The teachers know and feel it, but they can't help everyone when the schools are being run in a way that prioritizes the highest volume of students completing their "sentence" over caring about individual competency and development.