essay about bad school experience

My Worst Day Of School Experience

My worst day of school was my freshman year. I had the worst day of school in the beginning of the year, September, to be exact. It wasn’t the first day of school but it was close. It started of as most terrible days of school start, missing the bus. It wasn’t that I just missed my bus it was that I was wearing wrinkled clothes and my hair was all messed up also. When I actually got into the building, the one good thing happened to me, I found a five dollar bill on the floor.

But that luck wouldn’t last long, I had lunch fourth period and at the end of my table there was a bunch of jerky seniors. These kids always seemed to ruin my day. They had knocked over some cranberry juice all over my wrinkled white shirt, but that wasn’t the worst of it, I didn’t have a shirt to change into after the incident.

Of course, it doesn’t stop there, at ninth period, I had gym class and I didn’t have a change of clothes, so I had to wear the terribly wrinkled and stained shirt.

When I got home I had loads of homework that had to be done right away because later that night my mother wanted me to watch a crappy movie on oxygen with her. These movies are of course directed toward women and try as hard as they can to make you cry.

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So my worst day of school ended with my mother crying over the old woman who never had loved anyone but the man she had just lost to tuberculosis.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Students Share Their Best School Experiences and What We Can Learn From Them

Today, five students from my classes contribute short pieces about their favorite moments, and what others might be able to learn from them.

You might also be interested in these two other posts:

Students Describe Their Favorite Teachers
‘He Was a Very Good Listener’ - Students Write About Their Most Memorable Teachers

Response From Leslie Servin

During my time in high school I had it really good moments, but my best moments that I’ve experienced are in a particular class during my senior year, in Sacramento, Calif. So I was basically a new student in these kind of classes and also I’m English learner. I remember my first presentation in this class. I didn’t want to do it, but finally I did it and that one was my best moment. When I went to present I felt afraid, and then when I presented I felt so good for the effort I applied on. Now I feel so much better than my first day of presentations because I now know that I can do whatever I want to do. The learnings that I acquire made it so good this moment because I know that I have to trust on me. Something teachers or students can learn from my experience is that we have to overcome our fears and not let them control ourselves because we can’t know our capabilities if we are afraid.

Response From Jesneel Singh

The best moment in class was when I was in 9th grade in sixth period. That was when I got into poetry and spoken word. Having that “character and scene” class made my life even greater. Not knowing anything about poetry, hating on poems about reading and writing it in the past. That class was fun in many ways. For example; there was this one time where we had to write our own plays and poems and perform them in front of the class. I felt alive, and the creative side of me came out. When I wrote my first poem in freshman year. I realized that it was fun and unique. I felt like I wanted to write more and more. When I performed my first poem to that class I found my passion. Since that day and today I have written over 400 poems and made two books. I have performed on many stages in small audience and in school. That was a good day for me because I can write my thoughts down and write the truth about the world. Teachers and students can learn from this experience that, you can find what best fits you.

Response From Nancy Ramirez

I would say my best class moment would be from my sophomore year in high school. For my Spanish class, our teacher decided we would do a class circle (Editor’s note: see “How To Practice Restorative Justice in Schools” for more information on class circles) for the day. She asked us a sequence of questions which required us to give a more in depth and heartfelt answer each time, starting with something along the lines of “How are you feeling?” and ending with “Why do you think that is?” A class circle which only should have lasted one day extended to three, with each and every single one of us having to share our deepest and darkest fears and insecurities. By then it felt more than just a class and opened my eyes to very different ways of teaching styles. I believe there is much to learn from this experience, both then and now. I have come to deeply appreciate not only the class but the teacher as well. This experience showed me the extent a relationship with your classmates and your teacher can go....

Response From Oscar Salazar

The best moment I’ve ever experienced in school was last year when I was a sophomore. I took biology last year and towards the end of the year we got to dissect a fetal pig. I know that it sounds gross but it’s really not. That’s what I thought at first too. I did lots of fun experiments in that class that were new to me, such as making a small ecosystem in a bottle and dissecting owl pellets to find mouse skeletons. I think that these experiences were really fun and interesting. I’ve never done anything like that in a class before.

I think that when teachers introduce students to hands-on activities and projects the students enjoy it more. Since we have more energy it’s a good use of it. We learn better when we’re allowed to move around and be creative. Our lives aren’t going to be pen on paper or books forever. It’s best to get us students to explore the world using our skills that we learn and strengthen our understanding of daily life that is sometimes hidden from us and exposed to us abruptly once we turn into adults.

Response From Kayla Guzman

What has been my best moment in a class? I’ve had many great moments but perhaps the most best moment took place in my English class about a month ago. I had a 10-15 minute presentation and I felt pretty confident. 30 minutes before my presentation I decided to incorporate an actor for visual appeal, to correspond with my presentation. I felt even more confident, assure that I would captivate the audience’s attention and keep them engaged. When my presentation started, I gave a signal to my actor which led me to drop my 8 notecards all over the floor. I was aware that the time was ticking, so I quickly grabbed all the notecards off the floor. I became overwhelmed with embarrassment, listening to the echoing laughter of the audience as I tried to rearrange the cards. The cards in my hand then became extremely restraining. My anxiety levels rose, and the disorganized cards just added stress to my emotions. I placed the cards down, and felt a great sense of relieve. My words, my explanations, my connections all flowed out my mouth with harmony, and I felt more natural and free as I presented my topic.

My presentation was a diagnosis of a character with schizophrenia, explaining the symptoms and the reasoning behind my diagnosis. The movement of my hands and my exaggeration presented by a drive of passion, along with my visual representative, kept the audience captive. I felt like a completely different person. By the end of the presentation I was sweaty, not by nervousness but because I left it all on the floor. I realized that the key to presenting with people is not getting their attention just by visual appeal. You need to let your heart pour out so that you can captivate their hearts, reach their souls. You can’t just be the center of attention, you need to give the audience attention, you need to talk to them. First and foremost, you can’t present without emotions. Anything you present should be built off of passion. As long as you can find a connection between yourself and the topic and exude your passion, you will keep the audience engaged.

Thanks to Nancy, Jesneel, Kayla, Leslie, and Oscar for their contributions!

(This is the last post in a three-part series. You can see Part One here and Part Two here .)

The new “question-of-the-week” is:

What was the best moment you ever had in the classroom?

In Part One , Jen Schwanke, Amy Sandvold, Anne Jenks, and Sarah Thomas shared their top moments. You can listen to a 10-minute conversation I had with them on my BAM! Radio Show . You can also find a list of, and links to, previous shows here. In Part Two , Meghan Everette, Jeryl-Ann Asaro, Jeffery Galle, and Kara Vandas shared their memories. I also included comments from readers.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

If you missed any of the highlights from the first six years of this blog, you can see a categorized list below. They don’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

This Year’s Most Popular Q&A Posts

Classroom Management Advice

Race & Gender Challenges

Implementing The Common Core

Best Ways To Begin The School Year

Best Ways To End The School Year

Student Motivation & Social Emotional Learning

Teaching Social Studies

Project-Based Learning

Using Tech In The Classroom

Parent Engagement In Schools

Teaching English Language Learners

Student Assessment

Brain-Based Learning

Reading Instruction

Writing Instruction

Education Policy Issues

Differentiating Instruction

Math Instruction

Science Instruction

Advice For New Teachers

Author Interviews

Entering The Teaching Profession

Administrator Leadership

Teacher Leadership

Relationships In Schools

Professional Development

Instructional Strategies

I am also creating a Twitter list including all contributors to this column .

Look for the next “question-of-the-week” in a few days.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Essay On My Experience in School As A Student

Through the lens of a student, this essay offers an insightful look into what it’s like to attend school. From tackling demanding coursework and balancing extracurricular to forging lasting friendships and creating memories that will stay with you forever – life as a student is both rewarding and challenging!

My Experience in School as a Student

1. Introduction

As a student, I have had to find ways to manage the unique academic pressures of school. From juggling assignments and exams each semester, there were always plenty of challenges during my educational journey; however, these also brought positive moments – like gaining new knowledge that has been essential for growing both personally and professionally.

2. Body Paragraphs

Navigating the social scene of school can be a tricky endeavor, as finding one’s place among peers is key. At first, I found it difficult to make friends and fit in; however, over time I was able to foster genuine connections with others that have since flourished into lasting relationships.

Through participation in extracurricular activities, I grew as a person and developed new abilities. From sports to clubs, these experiences taught me valuable skills while also allowing me the chance to have fun with friends . Of course, all this took effort; it was key for me to find harmony between my school work and extracurricular so that neither suffered from neglect!

My school career has given me more than just an education; it taught me the invaluable lessons of resilience and responsibility. I acquired new skills, like problem-solving and communicative proficiency, that have benefited my endeavors outside of academia. Amidst all those textbooks and presentations, there were some truly remarkable moments: field trips exploring unfamiliar terrain, passionate performances in plays alike to a professional stage production ,and ultimately watching dreams fulfilled as we crossed the graduation finish line together .

3. Conclusion

Through highs and lows, my time spent in school has been a journey of growth and learning. From mastering new skills to forging meaningful friendships, I have come away with invaluable life lessons that will stay with me forever. Looking back on it all now, I am truly thankful for the enriching experiences this chapter had to offer.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

Negative educational experiences cause lasting damage to wellbeing

Alex Marshall was just 13 when he was kicked out of school after an altercation with a teacher. “It hurt me a lot because I really didn’t know what to do,” he says. “I was confused for a long time. My head was everywhere. I was moving up and down the country because I’ve got family in Scotland. Then I was made homeless when my parents kicked me out and so I went to a hostel.”

Sadly, Alex’s story is not unusual. There are many people who don’t have a good experience of mainstream education. The emotional toll at the time can, of course, be punishing. But what about the lasting damage?

To help us better understand the situation, we commissioned a study into the wellbeing of the UK population. The results were published in our report ‘Eudaimonia: How do humans flourish?’ and they make for startling reading.

Our research revealed a 30% disparity in wellbeing scores between those that have had positive and negative experiences during their time in education. That means, if you have a bad time at school because you didn’t fit in, you were bullied, or mainstream academia wasn’t right for you, it could leave you feeling 30% less happy long after you’ve left. That could include feelings of stress, issues surrounding confidence, depression – even thoughts about suicide.

Our research

So how did we get to that figure? We carried out our research on a nationally-representative sample of 1,000 UK adults. We asked them 14 statements relating to wellbeing and quizzed how various lifestyle factors – such as how active they are, their financial confidence, relationships, and education – could affect them.

Those respondents who felt they’d had a positive experience of the education system – regardless of their current circumstances and lifestyle – displayed much higher wellbeing scores (6.92/10 on an index) than those who felt traditional education didn’t help them to achieve their potential (4.92/10).

The average Brit scored 6.13/10 on an index for their overall wellbeing.

Bigger picture

The figures add to an already developing picture. Previous studies have revealed that schools are failing to support the mental wellbeing of youngsters in their care, with a 2015 report by think-tank, Demos, showing that final year students are three times as likely than 14-year olds to feel their school is only focused on preparing them for exams, rather than to succeed in life more generally.

Another report from Kings College London reveals that being bullied frequently as children leads to an increased risk of depression or anxiety – and that those people are more likely to report a lower quality of life at 50.

Opportunities

Clearly there is much to be done, but there are rays of hope. Almost 22% of respondents in our study cited a place of study or work as being the place where they encounter the highest feelings of wellbeing. So we just need to work at replicating this on a wider scale. And much of that comes down to understanding young people better and making sure they get the right educational fit.

Rosi Prescott, chief executive at Central YMCA, agrees: “It is vitally important to give young people a positive experience of education”, she says. “Feeling that we’ve failed to achieve our full potential in education can create a negative impact on wellbeing, which we carry with us into later life.

“It’s now vital that we work together to achieve a healthy balance of positive levels of physical activity, mental stimulation, and relationships – all which have a significant impact on our feelings of wellbeing.”

Luckily Alex has managed to get his life back on track. Now aged 22 he is doing a two-year grounds maintenance apprenticeship through YMCA Training. “There’s a possibility of a job at the end, which is great. I’m so glad I got an opportunity to sort myself out.”

Learn more about the current state of the UK’s wellbeing and the factors that influence it by reading our full report ‘Eudaimonia: How do humans flourish?’

How to BE WELL in 21st century London

How to deal with stress - our top tips

Our Eudaimonia research shows the importance of friends and family. But how can we learn from this?

Positive relationship cause the biggest boost in wellbeing

Activities such as spending time with family and holidaying are when we feel our best, indicating the importance of a work-life balance.

Importance of leisure time and socialising to wellbeing confirmed

Home — Essay Samples — Education — Middle School — My Middle School Experience: Growth and Discovery

My Middle School Experience: Growth and Discovery

Categories: Middle School Personal Experience

About this sample

Words: 867 |

Published: Sep 16, 2023

Words: 867 | Pages: 2 | 5 min read

The transition to middle school, academic challenges and achievements, navigating social dynamics, the role of teachers and mentors, personal growth and self-discovery, conclusion: a journey of memories and lessons.

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"My bad school experience" - academic paragraph

waf 1 / - Mar 18, 2009 #1 can any one help me my teacher told me that write an academic paragraph on MY "BAD SCHOOL EXPERIENCE" '

newsha31 19 / 75 Mar 18, 2009 #2 have you ever been caught while cheating? have you ever broke a window in your school? have you ever got a detention?

EF_Sean 6 / 3,491 Mar 19, 2009 #4 Think of the ways "bad" could be defined. The experience could have been something embarrassing, physically painful, angering, or even just plain boring. The topic wasn't to write about your worst school experience, after all, so anything unpleasant that you can make interesting will do. It doesn't even have to be something bad that happened to you. It might have been something you witnessed happening to someone else that hurt you. Good luck coming up with a topic.

newsha31 19 / 75 Apr 2, 2009 #5 tell us what did u write about. im curious.

peppersauce 1 / 4 Apr 2, 2009 #6 if i had that assignment i would write about something that i thought was unfair.. like perhaps someone did something and you took the blame for it.

1s2a3s 2 / 4 Apr 5, 2009 #7 This is a real good oppertunity for you to enage the reader...if it can be fictional then maybe you want to talk about something like...a punishment where you are left in the teachers office alone...and you begin to get a little too nosey... And then it can just spiral waaaaay out of control...those are always fun to read! Good luck

Choose Your Test

Sat / act prep online guides and tips, bad college essays: 10 mistakes you must avoid.

College Essays

Just as there are noteworthy examples of excellent college essays that admissions offices like to publish, so are there cringe-worthy examples of terrible college essays that end up being described by anonymous admissions officers on Reddit discussion boards.

While I won't guarantee that your essay will end up in the first category, I will say that you follow my advice in this article, your essay most assuredly won't end up in the second. How do you avoid writing a bad admissions essay? Read on to find out what makes an essay bad and to learn which college essay topics to avoid. I'll also explain how to recognize bad college essays—and what to do to if you end up creating one by accident.

What Makes Bad College Essays Bad

What exactly happens to turn a college essay terrible? Just as great personal statements combine an unexpected topic with superb execution, flawed personal statements compound problematic subject matter with poor execution.

Problems With the Topic

The primary way to screw up a college essay is to flub what the essay is about or how you've decided to discuss a particular experience. Badly chosen essay content can easily create an essay that is off-putting in one of a number of ways I'll discuss in the next section.

The essay is the place to let the admissions office of your target college get to know your personality, character, and the talents and skills that aren't on your transcript. So if you start with a terrible topic, not only will you end up with a bad essay, but you risk ruining the good impression that the rest of your application makes.

Some bad topics show admissions officers that you don't have a good sense of judgment or maturity , which is a problem since they are building a class of college students who have to be able to handle independent life on campus.

Other bad topics suggest that you are a boring person , or someone who doesn't process your experience in a colorful or lively way, which is a problem since colleges want to create a dynamic and engaged cohort of students.

Still other bad topics indicate that you're unaware of or disconnected from the outside world and focused only on yourself , which is a problem since part of the point of college is to engage with new people and new ideas, and admissions officers are looking for people who can do that.

Problems With the Execution

Sometimes, even if the experiences you discuss could be the foundation of a great personal statement, the way you've structured and put together your essay sends up warning flags. This is because the admissions essay is also a place to show the admissions team the maturity and clarity of your writing style.

One way to get this part wrong is to exhibit very faulty writing mechanics , like unclear syntax or incorrectly used punctuation. This is a problem since college-ready writing is one of the things that's expected from a high school graduate.

Another way to mess this up is to ignore prompt instructions either for creative or careless reasons. This can show admissions officers that you're either someone who simply blows off directions and instructions or someone who can't understand how to follow them . Neither is a good thing, since they are looking for people who are open to receiving new information from professors and not just deciding they know everything already.

College Essay Topics To Avoid

Want to know why you're often advised to write about something mundane and everyday for your college essay? That's because the more out-there your topic, the more likely it is to stumble into one of these trouble categories.

Too Personal

The problem with the overly personal essay topic is that revealing something very private can show that you don't really understand boundaries . And knowing where appropriate boundaries are will be key for living on your own with a bunch of people not related to you.

Unfortunately, stumbling into the TMI zone of essay topics is more common than you think. One quick test for checking your privacy-breaking level: if it's not something you'd tell a friendly stranger sitting next to you on the plane, maybe don't tell it to the admissions office.

Describing losing your virginity, or anything about your sex life really. This doesn't mean you can't write about your sexual orientation—just leave out the actual physical act.
Writing in too much detail about your illness, disability, any other bodily functions. Detailed meaningful discussion of what this physical condition has meant to you and your life is a great thing to write about. But stay away from body horror and graphic descriptions that are simply there for gratuitous shock value.
Waxing poetic about your love for your significant other. Your relationship is adorable to the people currently involved in it, but those who don't know you aren't invested in this aspect of your life.
Confessing to odd and unusual desires of the sexual or illegal variety. Your obsession with cultivating cacti is wonderful topic, while your obsession with researching explosives is a terrible one.

Too Revealing of Bad Judgment

Generally speaking, leave past illegal or immoral actions out of your essay . It's simply a bad idea to give admissions officers ammunition to dislike you.

Some exceptions might be if you did something in a very, very different mindset from the one you're in now (in the midst of escaping from danger, under severe coercion, or when you were very young, for example). Or if your essay is about explaining how you've turned over a new leaf and you have the transcript to back you up.

Writing about committing crime as something fun or exciting. Unless it's on your permanent record, and you'd like a chance to explain how you've learned your lesson and changed, don't put this in your essay.
Describing drug use or the experience of being drunk or high. Even if you're in a state where some recreational drugs are legal, you're a high school student. Your only exposure to mind-altering substances should be caffeine.
Making up fictional stories about yourself as though they are true. You're unlikely to be a good enough fantasist to pull this off, and there's no reason to roll the dice on being discovered to be a liar.
Detailing your personality flaws. Unless you have a great story of coping with one of these, leave deal-breakers like pathological narcissism out of your personal statement.

Too Overconfident

While it's great to have faith in your abilities, no one likes a relentless show-off. No matter how magnificent your accomplishments, if you decide to focus your essay on them, it's better to describe a setback or a moment of doubt rather that simply praising yourself to the skies.

Bragging and making yourself the flawless hero of your essay. This goes double if you're writing about not particularly exciting achievements like scoring the winning goal or getting the lead in the play.
Having no awareness of the actual scope of your accomplishments. It's lovely that you take time to help others, but volunteer-tutoring a couple of hours a week doesn't make you a saintly figure.

Too Clichéd or Boring

Remember your reader. In this case, you're trying to make yourself memorable to an admissions officer who has been reading thousands of other essays . If your essay makes the mistake of being boring or trite, it just won't register in that person's mind as anything worth paying attention to.

Transcribing your resume into sentence form or writing about the main activity on your transcript. The application already includes your resume, or a detailed list of your various activities. Unless the prompt specifically asks you to write about your main activity, the essay needs to be about a facet of your interests and personality that doesn't come through the other parts of the application.
Writing about sports. Every athlete tries to write this essay. Unless you have a completely off-the-wall story or unusual achievement, leave this overdone topic be.
Being moved by your community service trip to a third-world country. Were you were impressed at how happy the people seemed despite being poor? Did you learn a valuable lesson about how privileged you are? Unfortunately, so has every other teenager who traveled on one of these trips. Writing about this tends to simultaneously make you sound unempathetic, clueless about the world, way over-privileged, and condescending. Unless you have a highly specific, totally unusual story to tell, don't do it.
Reacting with sadness to a sad, but very common experience. Unfortunately, many of the hard, formative events in your life are fairly universal. So, if you're going to write about death or divorce, make sure to focus on how you dealt with this event, so the essay is something only you could possibly have written. Only detailed, idiosyncratic description can save this topic.
Going meta. Don't write about the fact that you're writing the essay as we speak, and now the reader is reading it, and look, the essay is right here in the reader's hand. It's a technique that seems clever, but has already been done many times in many different ways.
Offering your ideas on how to fix the world. This is especially true if your solution is an easy fix, if only everyone would just listen to you. Trust me, there's just no way you are being realistically appreciative of the level of complexity inherent in the problem you're describing.
Starting with a famous quotation. There usually is no need to shore up your own words by bringing in someone else's. Of course, if you are writing about a particular phrase that you've adopted as a life motto, feel free to include it. But even then, having it be the first line in your essay feels like you're handing the keys over to that author and asking them to drive.
Using an everyday object as a metaphor for your life/personality. "Shoes. They are like this, and like that, and people love them for all of these reasons. And guess what? They are just like me."

Too Off-Topic

Unlike the essays you've been writing in school where the idea is to analyze something outside of yourself, the main subject of your college essay should be you, your background, your makeup, and your future . Writing about someone or something else might well make a great essay, but not for this context.

Paying tribute to someone very important to you. Everyone would love to meet your grandma, but this isn't the time to focus on her amazing coming of age story. If you do want to talk about a person who is important to your life, dwell on the ways you've been impacted by them, and how you will incorporate this impact into your future.
Documenting how well other people do things, say things, are active, while you remain passive and inactive in the essay. Being in the orbit of someone else's important lab work, or complex stage production, or meaningful political activism is a fantastic learning moment. But if you decide to write about, your essay should be about your learning and how you've been influenced, not about the other person's achievements.
Concentrating on a work of art that deeply moved you. Watch out for the pitfall of writing an analytical essay about that work, and not at all about your reaction to it or how you've been affected since. Check out our explanation of how to answer Topic D of the ApplyTexas application to get some advice on writing about someone else's work while making sure your essay still points back at you.

(Image: Pieter Christoffel Wonder [Public domain] , via Wikimedia Commons)

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Too Offensive

With this potential mistake, you run the risk of showing a lack of self-awareness or the ability to be open to new ideas . Remember, no reader wants to be lectured at. If that's what your essay does, you are demonstrating an inability to communicate successfully with others.

Also, remember that no college is eager to admit someone who is too close-minded to benefit from being taught by others. A long, one-sided essay about a hot-button issue will suggest that you are exactly that.

Ranting at length about political, religious, or other contentious topics. You simply don't know where the admissions officer who reads your essay stands on any of these issues. It's better to avoid upsetting or angering that person.
Writing a one-sided diatribe about guns, abortion, the death penalty, immigration, or anything else in the news. Even if you can marshal facts in your argument, this essay is simply the wrong place to take a narrow, unempathetic side in an ongoing debate.
Mentioning anything negative about the school you're applying to. Again, your reader is someone who works there and presumably is proud of the place. This is not the time to question the admissions officer's opinions or life choices.

College Essay Execution Problems To Avoid

Bad college essays aren't only caused by bad topics. Sometimes, even if you're writing about an interesting, relevant topic, you can still seem immature or unready for college life because of the way you present that topic—the way you actually write your personal statement. Check to make sure you haven't made any of the common mistakes on this list.

Tone-Deafness

Admissions officers are looking for resourcefulness, the ability to be resilient, and an active and optimistic approach to life —these are all qualities that create a thriving college student. Essays that don't show these qualities are usually suffering from tone-deafness.

Being whiny or complaining about problems in your life. Is the essay about everyone doing things to/against you? About things happening to you, rather than you doing anything about them? That perspective is a definite turn-off.
Trying and failing to use humor. You may be very funny in real life, but it's hard to be successfully funny in this context, especially when writing for a reader who doesn't know you. If you do want to use humor, I'd recommend the simplest and most straightforward version: being self-deprecating and low-key.
Talking down to the reader, or alternately being self-aggrandizing. No one enjoys being condescended to. In this case, much of the function of your essay is to charm and make yourself likable, which is unlikely to happen if you adopt this tone.
Being pessimistic, cynical, and generally depressive. You are applying to college because you are looking forward to a future of learning, achievement, and self-actualization. This is not the time to bust out your existential ennui and your jaded, been-there-done-that attitude toward life.

(Image: Eduard Munch [Public Domain] , via Wikimedia Commons)

Lack of Personality

One good question to ask yourself is: could anyone else have written this essay ? If the answer is yes, then you aren't doing a good job of representing your unique perspective on the world. It's very important to demonstrate your ability to be a detailed observer of the world, since that will be one of your main jobs as a college student.

Avoiding any emotions, and appearing robot-like and cold in the essay. Unlike essays that you've been writing for class, this essay is meant to be a showcase of your authorial voice and personality. It may seem strange to shift gears after learning how to take yourself out of your writing, but this is the place where you have to put as much as yourself in as possible.
Skipping over description and specific details in favor of writing only in vague generalities. Does your narrative feel like a newspaper horoscope, which could apply to every other person who was there that day? Then you're doing it wrong and need to refocus on your reaction, feelings, understanding, and transformation.

Off-Kilter Style

There's some room for creativity here, yes, but a college essay isn't a free-for-all postmodern art class . True, there are prompts that specifically call for your most out-of-left-field submission, or allow you to submit a portfolio or some other work sample instead of a traditional essay. But on a standard application, it's better to stick to traditional prose, split into paragraphs, further split into sentences.

Submitting anything other than just the materials asked for on your application. Don't send food to the admissions office, don't write your essay on clothing or shoes, don't create a YouTube channel about your undying commitment to the school. I know there are a lot of urban legends about "that one time this crazy thing worked," but they are either not true or about something that will not work a second time.
Writing your essay in verse, in the form of a play, in bullet points, as an acrostic, or any other non-prose form. Unless you really have a way with poetry or playwriting, and you are very confident that you can meet the demands of the prompt and explain yourself well in this form, don't discard prose simply for the sake of being different.
Using as many "fancy" words as possible and getting very far away from sounding like yourself. Admissions officers are unanimous in wanting to hear your not fully formed teenage voice in your essay. This means that you should write at the top of your vocabulary range and syntax complexity, but don't trade every word up for a thesaurus synonym. Your essay will suffer for it.

Failure to Proofread

Most people have a hard time checking over their own work. This is why you have to make sure that someone else proofreads your writing . This is the one place where you can, should—and really must—get someone who knows all about grammar, punctuation and has a good eye for detail to take a red pencil to your final draft.

Otherwise, you look like you either don't know the basic rules or writing (in which case, are you really ready for college work?) or don't care enough to present yourself well (in which case, why would the admissions people care about admitting you?).

Typos, grammatical mistakes, punctuation flubs, weird font/paragraph spacing issues. It's true that these are often unintentional mistakes. But caring about getting it right is a way to demonstrate your work ethic and dedication to the task at hand.
Going over the word limit. Part of showing your brilliance is being able to work within arbitrary rules and limitations. Going over the word count points to a lack of self-control, which is not a very attractive feature in a college applicant.
Repeating the same word(s) or sentence structure over and over again. This makes your prose monotonous and hard to read.

Bad College Essay Examples—And How to Fix Them

The beauty of writing is that you get to rewrite. So if you think of your essay as a draft waiting to be revised into a better version rather than as a precious jewel that can't bear being touched, you'll be in far better shape to correct the issues that always crop up!

Now let's take a look at some actual college essay drafts to see where the writer is going wrong and how the issue could be fixed.

Essay #1: The "I Am Writing This Essay as We Speak" Meta-Narrative

Was your childhood home destroyed by a landspout tornado? Yeah, neither was mine. I know that intro might have given the impression that this college essay will be about withstanding disasters, but the truth is that it isn't about that at all.

In my junior year, I always had in mind an image of myself finishing the college essay months before the deadline. But as the weeks dragged on and the deadline drew near, it soon became clear that at the rate things are going I would probably have to make new plans for my October, November and December.

Falling into my personal wormhole, I sat down with my mom to talk about colleges. "Maybe you should write about Star Trek ," she suggested, "you know how you've always been obsessed with Captain Picard, calling him your dream mentor. Unique hobbies make good topics, right? You'll sound creative!" I played with the thought in my mind, tapping my imaginary communicator pin and whispering "Computer. Tea. Earl Grey. Hot. And then an Essay." Nothing happened. Instead, I sat quietly in my room wrote the old-fashioned way. Days later I emerged from my room disheveled, but to my dismay, this college essay made me sound like just a guy who can't get over the fact that he'll never take the Starfleet Academy entrance exam. So, I tossed my essay away without even getting to disintegrate it with a phaser set on stun.

I fell into a state of panic. My college essay. My image of myself in senior year. Almost out of nowhere, Robert Jameson Smith offered his words of advice. Perfect! He suggested students begin their college essay by listing their achievements and letting their essay materialize from there. My heart lifted, I took his advice and listed three of my greatest achievements - mastering my backgammon strategy, being a part of TREE in my sophomore year, and performing "I Am the Very Model of a Modern Major-General" from The Pirates of Penzance in public. And sure enough, I felt inspiration hit me and began to type away furiously into the keyboard about my experience in TREE, or Trees Require Engaged Environmentalists. I reflected on the current state of deforestation, and described the dichotomy of it being both understandable why farmers cut down forests for farmland, and how dangerous this is to our planet. Finally, I added my personal epiphany to the end of my college essay as the cherry on the vanilla sundae, as the overused saying goes.

After 3 weeks of figuring myself out, I have converted myself into a piece of writing. As far as achievements go, this was definitely an amazing one. The ability to transform a human being into 603 words surely deserves a gold medal. Yet in this essay, I was still being nagged by a voice that couldn't be ignored. Eventually, I submitted to that yelling inner voice and decided that this was not the right essay either.

In the middle of a hike through Philadelphia's Fairmount Park, I realized that the college essay was nothing more than an embodiment of my character. The two essays I have written were not right because they have failed to become more than just words on recycled paper. The subject failed to come alive. Certainly my keen interest in Star Trek and my enthusiasm for TREE are a great part of who I am, but there were other qualities essential in my character that did not come across in the essays.

With this realization, I turned around as quickly as I could without crashing into a tree.

What Essay #1 Does Well

Here are all things that are working on all cylinders for this personal statement as is.

Killer First Sentence

Was your childhood home destroyed by a landspout tornado? Yeah, neither was mine.

A strange fact. There are different kinds of tornadoes? What is a "landspout tornado" anyway?
A late-night-deep-thoughts hypothetical. What would it be like to be a kid whose house was destroyed in this unusual way?
Direct engagement with the reader. Instead of asking "what would it be like to have a tornado destroy a house" it asks "was your house ever destroyed."

Gentle, Self-Deprecating Humor That Lands Well

I played with the thought in my mind, tapping my imaginary communicator pin and whispering "Computer. Tea. Earl Grey. Hot. And then an Essay." Nothing happened. Instead, I sat quietly in my room wrote the old-fashioned way. Days later I emerged from my room disheveled, but to my dismay, this college essay made me sound like just a guy who can't get over the fact that he'll never take the Starfleet Academy entrance exam. So, I tossed my essay away without even getting to disintegrate it with a phaser set on stun.

The author has his cake and eats it too here: both making fun of himself for being super into the Star Trek mythos, but also showing himself being committed enough to try whispering a command to the Enterprise computer alone in his room. You know, just in case.

A Solid Point That Is Made Paragraph by Paragraph

The meat of the essay is that the two versions of himself that the author thought about portraying each fails in some way to describe the real him. Neither an essay focusing on his off-beat interests, nor an essay devoted to his serious activism could capture everything about a well-rounded person in 600 words.

(Image: fir0002 via Wikimedia Commons .)

Where Essay #1 Needs Revision

Rewriting these flawed parts will make the essay shine.

Spending Way Too Long on the Metanarrative

I know that intro might have given the impression that this college essay will be about withstanding disasters, but the truth is that it isn't about that at all.

Look at how long and draggy these paragraphs are, especially after that zippy opening. Is it at all interesting to read about how someone else found the process of writing hard? Not really, because this is a very common experience.

In the rewrite, I'd advise condensing all of this to maybe a sentence to get to the meat of the actual essay .

Letting Other People Do All the Doing

I sat down with my mom to talk about colleges. "Maybe you should write about Star Trek ," she suggested, "you know how you've always been obsessed with Captain Picard, calling him your dream mentor. Unique hobbies make good topics, right? You'll sound creative!"

Almost out of nowhere, Robert Jameson Smith offered his words of advice. Perfect! He suggested students begin their college essay by listing their achievements and letting their essay materialize from there.

Twice in the essay, the author lets someone else tell him what to do. Not only that, but it sounds like both of the "incomplete" essays were dictated by the thoughts of other people and had little to do with his own ideas, experiences, or initiative.

In the rewrite, it would be better to recast both the Star Trek and the TREE versions of the essay as the author's own thoughts rather than someone else's suggestions . This way, the point of the essay—taking apart the idea that a college essay could summarize life experience—is earned by the author's two failed attempts to write that other kind of essay.

Leaving the Insight and Meaning Out of His Experiences

Both the Star Trek fandom and the TREE activism were obviously important life experiences for this author—important enough to be potential college essay topic candidates. But there is no description of what the author did with either one, nor any explanation of why these were so meaningful to his life.

It's fine to say that none of your achievements individually define you, but in order for that to work, you have to really sell the achievements themselves.

In the rewrite, it would be good to explore what he learned about himself and the world by pursuing these interests . How did they change him or seen him into the person he is today?

Not Adding New Shades and Facets of Himself Into the Mix

So, I tossed my essay away without even getting to disintegrate it with a phaser set on stun.

Yet in this essay, I was still being nagged by a voice that couldn't be ignored. Eventually, I submitted to that yelling inner voice and decided that this was not the right essay either.

In both of these passages, there is the perfect opportunity to point out what exactly these failed versions of the essay didn't capture about the author . In the next essay draft, I would suggest subtly making a point about his other qualities.

For example, after the Star Trek paragraph, he could talk about other culture he likes to consume, especially if he can discuss art forms he is interested in that would not be expected from someone who loves Star Trek .

Or, after the TREE paragraph, the author could explain why this second essay was no better at capturing him than the first. What was missing? Why is the self in the essay shouting—is it because this version paints him as an overly aggressive activist?

Essay #2: The "I Once Saw Poor People" Service Trip Essay

Unlike other teenagers, I'm not concerned about money, or partying, or what others think of me. Unlike other eighteen year-olds, I think about my future, and haven't become totally materialistic and acquisitive. My whole outlook on life changed after I realized that my life was just being handed to me on a silver spoon, and yet there were those in the world who didn't have enough food to eat or place to live. I realized that the one thing that this world needed more than anything was compassion; compassion for those less fortunate than us.

During the summer of 2006, I went on a community service trip to rural Peru to help build an elementary school for kids there. I expected harsh conditions, but what I encountered was far worse. It was one thing to watch commercials asking for donations to help the unfortunate people in less developed countries, yet it was a whole different story to actually live it. Even after all this time, I can still hear babies crying from hunger; I can still see the filthy rags that they wore; I can still smell the stench of misery and hopelessness. But my most vivid memory was the moment I first got to the farming town. The conditions of it hit me by surprise; it looked much worse in real life than compared to the what our group leader had told us. Poverty to me and everyone else I knew was a foreign concept that people hear about on the news or see in documentaries. But this abject poverty was their life, their reality. And for the brief ten days I was there, it would be mine too. As all of this realization came at once, I felt overwhelmed by the weight of what was to come. Would I be able to live in the same conditions as these people? Would I catch a disease that no longer existed in the first world, or maybe die from drinking contaminated water? As these questions rolled around my already dazed mind, I heard a soft voice asking me in Spanish, "Are you okay? Is there anything I can do to make you feel better?" I looked down to see a small boy, around nine years of age, who looked starved, and cold, wearing tattered clothing, comforting me. These people who have so little were able to forget their own needs, and put those much more fortunate ahead of themselves. It was at that moment that I saw how selfish I had been. How many people suffered like this in the world, while I went about life concerned about nothing at all?

Thinking back on the trip, maybe I made a difference, maybe not. But I gained something much more important. I gained the desire to make the world a better place for others. It was in a small, poverty-stricken village in Peru that I finally realized that there was more to life than just being alive.

What Essay #2 Does Well

Let's first point out what this draft has going for it.

Clear Chronology

This is an essay that tries to explain a shift in perspective. There are different ways to structure this overarching idea, but a chronological approach that starts with an earlier opinion, describes a mind changing event, and ends with the transformed point of view is an easy and clear way to lay this potentially complex subject out.

(Image: User:Lite via Wikimedia Commons)

Where Essay #2 Needs Revision

Now let's see what needs to be changed in order for this essay to pass muster.

Condescending, Obnoxious Tone

This is a very broad generalization, which doesn't tend to be the best way to formulate an argument—or to start an essay. It just makes this author sound dismissive of a huge swath of the population.

In the rewrite, this author would be way better off just concentrate on what she want to say about herself, not pass judgment on "other teenagers," most of whom she doesn't know and will never meet.

I realized that the one thing that this world needed more than anything was compassion; compassion for those less fortunate than us.

Coming from someone who hasn't earned her place in the world through anything but the luck of being born, the word "compassion" sounds really condescending. Calling others "less fortunate" when you're a senior in high school has a dehumanizing quality to it.

These people who have so little were able to forget their own needs, and put those much more fortunate in front of themselves.

Again, this comes across as very patronizing. Not only that, but to this little boy the author was clearly not looking all that "fortunate"—instead, she looked pathetic enough to need comforting.

In the next draft, a better hook could be making the essay about the many different kinds of shifting perspectives the author encountered on that trip . A more meaningful essay would compare and contrast the points of view of the TV commercials, to what the group leader said, to the author's own expectations, and finally to this child's point of view.

Vague, Unobservant Description

Phrases like "cries of the small children from not having enough to eat" and "dirt stained rags" seem like descriptions, but they're really closer to incurious and completely hackneyed generalizations. Why were the kids were crying? How many kids? All the kids? One specific really loud kid?

The same goes for "filthy rags," which is both an incredibly insensitive way to talk about the clothing of these villagers, and again shows a total lack of interest in their life. Why were their clothes dirty? Were they workers or farmers so their clothes showing marks of labor? Did they have Sunday clothes? Traditional clothes they would put on for special occasions? Did they make their own clothes? That would be a good reason to keep wearing clothing even if it had "stains" on it.

The rewrite should either make this section more specific and less reliant on cliches, or should discard it altogether .

The conditions of it hit me by surprise; it looked much worse in real life than compared to the what our group leader had told us. Poverty to me and everyone else I knew was a foreign concept that people hear about on the news or see in documentaries. But this abject poverty was their life, their reality.

If this is the "most vivid memory," then I would expect to read all the details that have been seared into the author's brain. What did their leader tell them? What was different in real life? What was the light like? What did the houses/roads/grass/fields/trees/animals/cars look like? What time of day was it? Did they get there by bus, train, or plane? Was there an airport/train station/bus terminal? A city center? Shops? A marketplace?

There are any number of details to include here when doing another drafting pass.

Lack of Insight or Maturity

But this abject poverty was their life, their reality. And for the brief ten days I was there, it would be mine too. As all of this realization came at once, I felt overwhelmed by the weight of what was to come. Would I be able to live in the same conditions as these people? Would I catch a disease that no longer existed in the first world, or maybe die from drinking contaminated water?

Without a framing device explaining that this initial panic was an overreaction, this section just makes the author sound whiny, entitled, melodramatic, and immature . After all, this isn't a a solo wilderness trek—the author is there with a paid guided program. Just how much mortality is typically associated with these very standard college-application-boosting service trips?

In a rewrite, I would suggest including more perspective on the author's outsized and overprivileged response here. This would fit well with a new focus on the different points of view on this village the author encountered.

Unearned, Clichéd "Deep Thoughts"

But I gained something much more important. I gained the desire to make the world a better place for others. It was in a small, poverty-stricken village in Peru that I finally realized that there was more to life than just being alive.

Is it really believable that this is what the author learned? There is maybe some evidence to suggest that the author was shaken somewhat out of a comfortable, materialistic existence. But what does "there is more to life than just being alive" even really mean? This conclusion is rather vague, and seems mostly a non sequitur.

In a rewrite, the essay should be completely reoriented to discuss how differently others see us than we see ourselves, pivoting on the experience of being pitied by someone who you thought was pitiable. Then, the new version can end by on a note of being better able to understand different points of view and other people's perspectives .

The Bottom Line

Bad college essays have problems either with their topics or their execution.
The essay is how admissions officers learn about your personality, point of view, and maturity level, so getting the topic right is a key factor in letting them see you as an aware, self-directed, open-minded applicant who is going to thrive in an environment of independence.
The essay is also how admissions officers learn that you are writing at a ready-for-college level, so screwing up the execution shows that you either don't know how to write, or don't care enough to do it well.
The main ways college essay topics go wrong is bad taste, bad judgment, and lack of self-awareness.
The main ways college essays fail in their execution have to do with ignoring format, syntax, and genre expectations.

What's Next?

Want to read some excellent college essays now that you've seen some examples of flawed one? Take a look through our roundup of college essay examples published by colleges and then get help with brainstorming your perfect college essay topic .

Need some guidance on other parts of the application process? Check out our detailed, step-by-step guide to college applications for advice.

Are you considering taking the SAT or ACT again before you submit your application? Read about our famous test prep guides for hints and strategies for a better score.

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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My Worst High School Experience

My Worst High School Experience - Essay Example

Subject: Education
Type: Essay
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Extract of sample "My Worst High School Experience"

I thus hid the doughnuts in my school bag and covered the coffee mug with a piece of paper. I rushed to the school and sneaked into class without being noticed by the teacher. When I got into the class, I started sipping my coffee slowly. I would peep through the window to make sure there was no teacher coming into class. After some time, I started reading a storybook and forgot I was still holding the coffee mug. I did not notice the principal get into a class, and none of my classmates warned me.

All I realized was that someone had forcefully taken the coffee mug from me. When I looked up, the principal was standing right in front of me. The look on his face scared me. He forced me out of class and made me stay out until teatime. I thought that was all but the worst was yet to come. During teatime, he made me stand in front of the entire school and drink about two liters of coffee from a bucket. I had to do this since I did not want to be sent home. I had misbehaved several times the previous semester and had promised my parents to be disciplined.

After finishing the coffee, which was the largest amount I had ever drank I became the subject of gossip for the entire week. Some students referred to me as a glutton and even my friends avoided walking with me for the rest of the semester. It was the most shaming and worst high school experience.

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During my high school career, I had some great experiences. However, some of them were quite the contrary. It is times like this that allo me to appreciate the finer things in life. . My experience happened in a warm day in May. I had just bought a blue dress for my Senior Class Banquet, which was on this day. My head was aching a little, but I took an aspirin and didn.t give it muc thought. I decided to take a little nap so I could be well rested for this special occasion. . I woke up at 3 o'clock that afternoon. The little headache that I had before I went to sleep had progressed to an excrutiating migraine. It was like I was paralyzed to the bed. I couldn't lift my head from the pillow. I was to be the presenter at the Senior Banquet, but there was no way I could make it in my condition. . An hour before the ceremony was to begin, my best friend called me and I told him of my condition. He was sympathetic and graciously agreed to accept my awards in my honor. Being the great friend that he is, he also agreed to pick up my cue cards and do the necessary presenting for me. . Though the experience was one of the worst for me, I don't dwell on it. It has ultimately allowed me to appreciate all of the small things I take for granted.

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Billions of dollars from American taxpayers are going to the public schools of the United States, but statistics show that more students drop out of school every year. ... An experience which many students face is that you're doing well in school, and once you fall a little bit behind in a couple of subjects you're suddenly moved to a worse school. ... These bad schools are the main reason for the American School system's failure. The government is continually trying to fix these schools, but what is the reason for a school being bad? ... Teachers are everything a school is wor...

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3. Innocence and Experience

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Word Count: 729

6. Dreams and Experiences

When I was in high school, I had a scary dream. ... That day, I saw her at school and I nearly jumped when I first saw her. ... Writer James Hillman says that it is the worst dreams that stay with you the longest. ... It is based solely on experience. ... This idea not only applies to dreams but experiences as well. ...

Word Count: 1444
Approx Pages: 6

7. My Experience as a Writer

Both of my parents are from Mexico, never finishing high school. ... I knew it was going to be a challenge attending that school. ... But what got to me in high school were the lab writings. ... Writing had become my worst enemy those four years of high school. ... After having my Political Science class and First year seminar, I was ready to confront my worst topic, English Composition. ...

Word Count: 962
Has Bibliography

8. Managing Life Experiences

I sigh and wonder why the school's administration requires the students to take a class that, if it were on the Internet, would delight Mirsky (creator of Mirsky's Worst of the Web), as yet another addition to his list of worthless sites. ... They are: my freshman physical science class, the manner in which I came to take calculus in junior year and my experiences with high school swimming. ... From experience, I expected to be told that I could not take one of the courses I had chosen during the previous school year, and I arrived at the school prepared to fight to keep each class. ...

Word Count: 761

9. My Best Friend - My Grandmother

My memorable experiences interacting with her have shaped me through the years I was growing up. ... The influences she has made on me are not just through one specific experience, but through many experiences whether her helping me with my homework, or counseling me or simply having conversations with her. ... I remember when I was at my worst days I turned to my grandma who was like my therapist. ... For example, one of my worst times was my last year of high school. ... The experiences we share will always fill my heart with emotions of passion, gratitude, and love....

Word Count: 956

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David Wallace-Wells

Are smartphones driving our teens to depression.

By David Wallace-Wells

Opinion Writer

Here is a story. In 2007, Apple released the iPhone, initiating the smartphone revolution that would quickly transform the world. In 2010, it added a front-facing camera, helping shift the social-media landscape toward images, especially selfies. Partly as a result, in the five years that followed, the nature of childhood and especially adolescence was fundamentally changed — a “great rewiring,” in the words of the social psychologist Jonathan Haidt — such that between 2010 and 2015 mental health and well-being plummeted and suffering and despair exploded, particularly among teenage girls.

For young women, rates of hospitalization for nonfatal self-harm in the United States, which had bottomed out in 2009, started to rise again, according to data reported to the C.D.C., taking a leap beginning in 2012 and another beginning in 2016, and producing , over about a decade, an alarming 48 percent increase in such emergency room visits among American girls ages 15 to 19 and a shocking 188 percent increase among girls ages 10 to14.

Here is another story. In 2011, as part of the rollout of the Affordable Care Act, the Department of Health and Human Services issued a new set of guidelines that recommended that teenage girls should be screened annually for depression by their primary care physicians and that same year required that insurance providers cover such screenings in full. In 2015, H.H.S. finally mandated a coding change, proposed by the World Health Organization almost two decades before, that required hospitals to record whether an injury was self-inflicted or accidental — and which seemingly overnight nearly doubled rates for self-harm across all demographic groups. Soon thereafter, the coding of suicidal ideation was also updated. The effect of these bureaucratic changes on hospitalization data presumably varied from place to place. But in one place where it has been studied systematically, New Jersey, where 90 percent of children had health coverage even before the A.C.A., researchers have found that the changes explain nearly all of the state’s apparent upward trend in suicide-related hospital visits, turning what were “essentially flat” trendlines into something that looked like a youth mental health “crisis.”

Could both of these stories be partially true? Of course: Emotional distress among teenagers may be genuinely growing while simultaneous bureaucratic and cultural changes — more focus on mental health, destigmatization, growing comfort with therapy and medication — exaggerate the underlying trends. (This is what Adriana Corredor-Waldron, a co-author of the New Jersey study, believes — that suicidal behavior is distressingly high among teenagers in the United States and that many of our conventional measures are not very reliable to assess changes in suicidal behavior over time.) But over the past several years, Americans worrying over the well-being of teenagers have heard much less about that second story, which emphasizes changes in the broader culture of mental illness, screening guidelines and treatment, than the first one, which suggests smartphones and social-media use explain a whole raft of concerns about the well-being of the country’s youth.

When the smartphone thesis first came to prominence more than six years ago, advanced by Haidt’s sometime collaborator Jean Twenge, there was a fair amount of skepticism from scientists and social scientists and other commentators: Were teenagers really suffering that much? they asked. How much in this messy world could you pin on one piece of technology anyway? But some things have changed since then, including the conventional liberal perspective on the virtues of Big Tech, and, in the past few years, as more data has rolled in and more red flags have been raised about American teenagers — about the culture of college campuses, about the political hopelessness or neuroticism or radicalism or fatalism of teenagers, about a growing political gender divide, about how often they socialize or drink or have sex — a two-part conventional wisdom has taken hold across the pundit class. First, that American teenagers are experiencing a mental health crisis; second, that it is the fault of phones.

“Smartphones and social media are destroying children’s mental health,” the Financial Times declared last spring. This spring, Haidt’s new book on the subject, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, debuted at the top of the New York Times best-seller list. In its review of the book, The Guardian described the smartphone as “a pocket full of poison,” and in an essay , The New Yorker accepted as a given that Gen Z was in the midst of a “mental health emergency” and that “social media is bad for young people.” “Parents could see their phone-obsessed children changing and succumbing to distress,” The Wall Street Journal reflected . “Now we know the true horror of what happened.”

But, well, do we? Over the past five years, “Is it the phones?” has become “It’s probably the phones,” particularly among an anxious older generation processing bleak-looking charts of teenage mental health on social media as they are scrolling on their own phones. But however much we may think we know about how corrosive screen time is to mental health, the data looks murkier and more ambiguous than the headlines suggest — or than our own private anxieties, as parents and smartphone addicts, seem to tell us.

What do we really know about the state of mental health among teenagers today? Suicide offers the most concrete measure of emotional distress, and rates among American teenagers ages 15 to 19 have indeed risen over the past decade or so, to about 11.8 deaths per 100,000 in 2021 from about 7.5 deaths per 100,000 in 2009. But the American suicide epidemic is not confined to teenagers. In 2022, the rate had increased roughly as much since 2000 for the country as a whole, suggesting a national story both broader and more complicated than one focused on the emotional vulnerabilities of teenagers to Instagram. And among the teenagers of other rich countries, there is essentially no sign of a similar pattern. As Max Roser of Our World in Data recently documented , suicide rates among older teenagers and young adults have held roughly steady or declined over the same time period in France, Spain, Italy, Austria, Germany, Greece, Poland, Norway and Belgium. In Sweden there were only very small increases.

Is there a stronger distress signal in the data for young women? Yes, somewhat. According to an international analysis by The Economist, suicide rates among young women in 17 wealthy countries have grown since 2003, by about 17 percent, to a 2020 rate of 3.5 suicides per 100,000 people. The rate among young women has always been low, compared with other groups, and among the countries in the Economist data set, the rate among male teenagers, which has hardly grown at all, remains almost twice as high. Among men in their 50s, the rate is more than seven times as high.

In some countries, we see concerning signs of convergence by gender and age, with suicide rates among young women growing closer to other demographic groups. But the pattern, across countries, is quite varied. In Denmark, where smartphone penetration was the highest in the world in 2017, rates of hospitalization for self-harm among 10- to 19-year-olds fell by more than 40 percent between 2008 and 2016. In Germany, there are today barely one-quarter as many suicides among women between 15 and 20 as there were in the early 1980s, and the number has been remarkably flat for more than two decades. In the United States, suicide rates for young men are still three and a half times as high as for young women, the recent increases have been larger in absolute terms among young men than among young women, and suicide rates for all teenagers have been gradually declining since 2018. In 2022, the latest year for which C.D.C. data is available, suicide declined by 18 percent for Americans ages 10 to 14 and 9 percent for those ages 15 to 24.

None of this is to say that everything is fine — that the kids are perfectly all right, that there is no sign at all of worsening mental health among teenagers, or that there isn’t something significant and even potentially damaging about smartphone use and social media. Phones have changed us, and are still changing us, as anyone using one or observing the world through them knows well. But are they generating an obvious mental health crisis?

The picture that emerges from the suicide data is mixed and complicated to parse. Suicide is the hardest-to-dispute measure of despair, but not the most capacious. But while rates of depression and anxiety have grown strikingly for teenagers in certain parts of the world, including the U.S., it’s tricky to disentangle those increases from growing mental-health awareness and destigmatization, and attempts to measure the phenomenon in different ways can yield very different results.

According to data Haidt uses, from the U.S. National Survey on Drug Use and Health, conducted by the Substance Abuse and Mental Health Services Administration, the percent of teenage girls reporting major depressive episodes in the last year grew by about 50 percent between 2005 and 2017, for instance, during which time the share of teenage boys reporting the same grew by roughly 75 percent from a lower level. But in a biannual C.D.C. survey of teenage mental health, the share of teenagers reporting that they had been persistently sad for a period of at least two weeks in the past year grew from only 28.5 percent in 2005 to 31.5 percent in 2017. Two different surveys tracked exactly the same period, and one showed an enormous increase in depression while the other showed almost no change at all.

And if the rise of mood disorders were a straightforward effect of the smartphone, you’d expect to see it everywhere smartphones were, and, as with suicide, you don’t. In Britain, the share of young people who reported “feeling down” or experiencing depression grew from 31 percent in 2012 to 38 percent on the eve of the pandemic and to 41 percent in 2021. That is significant, though by other measures British teenagers appear, if more depressed than they were in the 2000s, not much more depressed than they were in the 1990s.

Overall, when you dig into the country-by-country data, many places seem to be registering increases in depression among teenagers, particularly among the countries of Western Europe and North America. But the trends are hard to disentangle from changes in diagnostic patterns and the medicalization of sadness, as Lucy Foulkes has argued , and the picture varies considerably from country to country. In Canada , for instance, surveys of teenagers’ well-being show a significant decline between 2015 and 2021, particularly among young women; in South Korea rates of depressive episodes among teenagers fell by 35 percent between 2006 and 2018.

Because much of our sense of teenage well-being comes from self-reported surveys, when you ask questions in different ways, the answers vary enormously. Haidt likes to cite data collected as part of an international standardized test program called PISA, which adds a few questions about loneliness at school to its sections covering progress in math, science and reading, and has found a pattern of increasing loneliness over the past decade. But according to the World Happiness Report , life satisfaction among those ages 15 to 24 around the world has been improving pretty steadily since 2013, with more significant gains among women, as the smartphone completed its global takeover, with a slight dip during the first two years of the pandemic. An international review published in 2020, examining more than 900,000 adolescents in 36 countries, showed no change in life satisfaction between 2002 and 2018.

“It doesn’t look like there’s one big uniform thing happening to people’s mental health,” said Andrew Przybylski, a professor at Oxford. “In some particular places, there are some measures moving in the wrong direction. But if I had to describe the global trend over the last decade, I would say there is no uniform trend showing a global crisis, and, where things are getting worse for teenagers, no evidence that it is the result of the spread of technology.”

If Haidt is the public face of worry about teenagers and phones, Przybylski is probably the most prominent skeptic of the thesis. Others include Amy Orben, at the University of Cambridge, who in January told The Guardian, “I think the concern about phones as a singular entity are overblown”; Chris Ferguson, at Stetson University, who is about to publish a new meta-analysis showing no relationship between smartphone use and well-being; and Candice Odgers, of the University of California, Irvine, who published a much-debated review of Haidt in Nature, in which she declared “the book’s repeated suggestion that digital technologies are rewiring our children’s brains and causing an epidemic of mental illness is not supported by science.”

Does that overstate the case? In a technical sense, I think, no: There may be some concerning changes in the underlying incidence of certain mood disorders among American teenagers over the past couple of decades, but they are hard to separate from changing methods of measuring and addressing mental health and mental illness. There isn’t great data on international trends in teenage suicide — but in those places with good reporting, the rates are generally not worsening — and the trends around anxiety, depression and well-being are ambiguous elsewhere in the world. And the association of those local increases with the rise of the smartphone, while now almost conventional wisdom among people like me, is, among specialists, very much a contested claim. Indeed, even Haidt, who has also emphasized broader changes to the culture of childhood , estimated that social media use is responsible for only about 10 percent to 15 percent of the variation in teenage well-being — which would be a significant correlation, given the complexities of adolescent life and of social science, but is also a much more measured estimate than you tend to see in headlines trumpeting the connection. And many others have arrived at much smaller estimates still.

But this all also raises the complicated question of what exactly we mean by “science,” in the context of social phenomena like these, and what standard of evidence we should be applying when asking whether something qualifies as a “crisis” or “emergency” and what we know about what may have caused it. There is a reason we rarely reduce broad social changes to monocausal explanations, whether we’re talking about the rapid decline of teenage pregnancy in the 2000s, or the spike in youth suicide in the late ’80s and early 1990s, or the rise in crime that began in the 1960s: Lives are far too complex to easily reduce to the influence of single factors, whether the factor is a recession or political conditions or, for that matter, climate breakdown.

To me, the number of places where rates of depression among teenagers are markedly on the rise is a legitimate cause for concern. But it is also worth remembering that, for instance, between the mid-1990s and the mid-2000s, diagnoses of American youth for bipolar disorder grew about 40-fold , and it is hard to find anyone who believes that change was a true reflection of underlying incidence. And when we find ourselves panicking over charts showing rapid increases in, say, the number of British girls who say they’re often unhappy or feel they are a failure, it’s worth keeping in mind that the charts were probably zoomed in to emphasize the spike, and the increase is only from about 5 percent of teenagers to about 10 percent in the first case, or from about 15 percent to about 20 percent in the second. It may also be the case, as Orben has emphasized , that smartphones and social media may be problematic for some teenagers without doing emotional damage to a majority of them. That’s not to say that in taking in the full scope of the problem, there is nothing there. But overall it is probably less than meets the eye.

If you are having thoughts of suicide, call or text 988 to reach the 988 Suicide and Crisis Lifeline or go to SpeakingOfSuicide.com/resources for a list of additional resources.

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Campus protests live updates: Nearly half of NYC arrests involved people not affiliated with schools

What to know about campus protests:.

More than 2,000 people have been arrested at pro-Palestinian protests at colleges across the country in the last two weeks.
At UCLA overnight, 210 people were arrested when officers cleared an on-campus encampment in a chaotic scene, officials said.
New York City officials said that a significant number of people arrested this week at campus demonstrations were not affiliated with the schools. Nearly 30% of the people arrested at Columbia were unaffiliated with the university and 60% of the arrests at City College involved people who weren't affiliated with that school, the mayor said.
Dozens of people have been arraigned in New York. The district attorney said 46 people who were detained at Columbia have been charged with criminal trespass and 22 people detained at City College were arraigned on one count burglary and obstructing governmental administration.
President Joe Biden addressed the protests from the White House, saying students had a right to dissent but not a right to cause chaos.

Student from L.A.'s Occidental College answers call to action

Alicia Victoria Lozano

LOS ANGELES — Chris Cassel, a second-year student from Occidental College in Los Angeles, was part of a group from his school that answered a call to action from protesting UCLA students who needed more supplies.

He said he felt compelled to participate after he watched violence erupt when counterprotesters confronted antiwar demonstrators.

student israeli hamas conflict protester

Cassel said he arrived at UCLA around 6 p.m. yesterday and helped reinforce a makeshift perimeter around the encampment. Around 1:30 a.m. today, police started to tear down the wall of cardboard, umbrellas and wooden boards, he said.

He said he had just linked arms with other protesters when an officer pulled someone from inside the encampment and threw the person to the ground.

“At the end, it was 70 of us shoulder to shoulder and back to back facing off against the police,” he said. “They’re trying to repress us, but they miscalculated and set off a national movement.”

Hazmah Abbas, who is not a student at UCLA, said he had been on campus since last week to help protect the encampment perimeter. He described a “nightlong skirmish” with police that started around midnight when law enforcement officers tried to infiltrate the encampment.

He was among several dozen protesters remaining around 5 a.m. when the final arrests were made.

“We were locking arms, and they were just pulling us out one by one,” he said.

Columbia protesters combine annual ‘primal scream’ with demonstration against Shafik

Pro-Palestinian demonstrators gathered outside Columbia University President Minouche Shafik’s residence tonight and chanted “shame on you” — as they unleashed the annual “primal scream.”

The chants have been used before and throughout Columbia and the NYPD’s response to the demonstrations against the war in Gaza.

But the scream is a twist on an annual tradition that typically marks the beginning of finals. Students yell their frustrations and worries away out of windows or near Butler Library.

Finals that were scheduled for tomorrow have been postponed to May 10.

Shafik has been criticized by some over the university’s response to the protests on campus, which included encampments and a group’s seizing control of Hamilton Hall and barricading it. Protesters also demanded that Columbia divest from companies linked to Israel.

University of Pennsylvania asks Philadelphia for help as protest grows

Phil Helsel

The University of Pennsylvania today asked the city of Philadelphia, where its campus is, for help as protests have escalated and as an encampment has grown, the university said.

“Protest activity began to escalate overnight and has steadily continued, with large crowds in and around College Green today. We have reached out to the City of Philadelphia to ensure we have the necessary resources to keep our community safe,” the university, known as Penn, said in a statement .

The university said earlier that a large demonstration on the College Green affected pedestrian traffic and that Philadelphia police were assisting.

Penn property has also been defaced, the university said. It also said protesters were using “threatening rhetoric and chants.”

Today a group of Jewish students and other pro-Israel protesters rallied and went to the university president's office on campus to call for an end to the encampment, NBC Philadelphia reported . Penn professor Benjamin Abella told the station that they have seen flags of “known terrorist groups” at the encampment and that they've heard what they consider hate speech, including calls for "intifada," or uprising.

L.A. city attorney: No charges have been submitted after protests

Eric Leonard, NBC Los Angeles

The Los Angeles City Attorney’s Office has not received any submissions for charges for those arrested at protests at UCLA or USC, spokesperson Ivor Pine said today.

The city attorney’s office handles misdemeanor cases, and the Los Angeles County District Attorney’s Office has jurisdiction over felonies in the city of Los Angeles.

Los Angeles County public defender Ricardo García said in a statement earlier today that his office was “committed to providing legal representation and support to those who have been arrested or who may face legal proceedings.”

He said the office deployed a rapid response team to help those arrested.

Arrests after protesters re-enter library at Portland State University

Eight arrests have been made after people pulled down a fence and re-entered the Millar Library on Portland State University's campus, Portland, Oregon, police said.

Pro-Palestinian protesters occupied the library Monday. Portland police closed the area around it and began clearing the building this morning.

Police said protesters left a slippery substance on the floor, which they claimed was intended to make officers entering the building slip and fall. Over 20 arrests were made today.

This evening, Portland police arrested seven people and campus police arrested one person after people tore down fencing and re-entered the library.

Portland State University said that its campus was closed today and that no one was authorized to be in the library.

NYPD accidentally officer fired gun in Hamilton Hall

Yasmeen Persaud

A NYPD officer accidentally fired a gun inside Hamilton Hall on Tuesday when police entered it to clear it of protesters, officials said.

The City first reported that an officer fired his gun inside Hamilton Hall, on Columbia’s campus.

Doug Cohen, as spokesperson for the Manhattan district attorney’s office, confirmed the office was reviewing the incident, as is its policy for such incidents, he said.

“Nobody was injured, and no students were in the immediate vicinity,” Cohen said, adding the gun was not aimed at anyone.

The NYPD said an emergency service unit officer was searching an area on the first floor and was trying to access a barricaded area. The officer was using his firearm, which had a flashlight, to illuminate the area and find the best way through when he accidentally discharged the gun, police said.

A single round was discharged and hit a frame in the wall a few feet away, police said.

No one except police personnel were within “sight or sound” of the discharge, the department said. Body camera video has been sent to the DA’s office.

Map: Campus protests across the U.S.

Nigel Chiwaya

Jiachuan Wu

Since mid-April, campuses across the country have been the sites of encampments, protests and counterprotests as students have demanded Palestinian liberation and for their schools to call for a cease-fire and divest their endowments from Israel and companies they say are profiting from the war.

Columbia reopens campus to faculty

Rebecca Cohen

Columbia University will expand campus access to include all faculty members at the Morningside campus starting tomorrow.

The faculty access is in addition to the already existing access for students who live on campus and for employees who provide "essential services," the school said.

The only access to Columbia's campus is the 116th Street and Amsterdam Avenue entrance. All other points of entry will remain closed.

Faculty lost access to campus following the occupation of Hamilton Hall on Tuesday, which led the university to call in the NYPD to break up protests and the occupation.

L.A. mayor: 'Harassment, vandalism and violence have no place at UCLA'

"Every student deserves to be safe and live peacefully on their campus. Harassment, vandalism and violence have no place at UCLA or anywhere in our city," Los Angeles Mayor Karen Bass said in a post on X after clashes between police and student protesters at UCLA early today.

Bass said her office will coordinate with law enforcement, universities and community leaders "to keep campuses safe and peaceful."

74 arraigned after Tuesday protests at Columbia and CCNY, Manhattan DA says

After protests at both Columbia University and City College of New York on Tuesday, 74 people have been arraigned, the Manhattan DA's office said.

From Columbia, 46 people were arraigned on one count each of third-degree criminal trespass. All were arrested inside Hamilton Hall, the DA's office said.

At a news conference today, Ben Chang, Columbia's vice president of communications, said 13 people arrested inside Hamilton Hall were not affiliated with the university, six were from affiliated institutions, 14 were Columbia undergrads, nine were Columbia grad students, and two were Columbia employees.

At CCNY, 22 people were arraigned on one count each of third-degree burglary and obstructing governmental administration, the DA's office said.

They "unlawfully gained entry" to a CCNY building and "erected barricades to prevent police from entering the building," the DA's office said. They also blocked doors with furniture and threw items at police, it alleged.

In addition to the 22, five more people were arraigned on charges of second-degree assault, the DA's office said. It is unclear where the remaining five were arrested.

Breakdown: How many students and nonstudents were arrested at Columbia, CCNY

Of the 112 people arrested Tuesday in protests at Columbia, 29% were not affiliated with the school, New York City officials said.

That breaks down to the arrests of 32 nonstudents and 80 students, Mayor Eric Adams and NYPD Commissioner Edward A. Caban said in a joint statement.

The same day, 170 people were arrested at a protest at City College of New York. In that instance, 60% of those arrested, or 102 people, were not affiliated with CCNY, the statement said.

According to the statement, the NYPD's process to try to identify whether those arrested were affiliated with either school has been slowed, as most did not cooperate with police and refused to provide the information.

The statement added that many of those arrested were adhering to self-described rules for entering their encampments, "one of which included not talking to or divulging any information to members of the NYPD."

Charges have ranged from burglary, obstructing governmental administration and criminal mischief to resisting arrest, trespassing and disorderly conduct, the statement said.

Rutgers University protesters agree to clear encampment

Madison Lambert

Rutgers University students involved in protests at Voorhees Mall agreed to dismantle their encampment, clear the mall and "peacefully end their protest," Chancellor Francine Conway said in a statement.

The school had instructed students to dismantle the encampment by 4 p.m. today or they would be removed with the assistance of law enforcement. The deadline was set after the university canceled final exams this morning.

Conway said in the statement that the “resolution was achieved through constructive dialogue between the protesting students and our leadership teams.”

"As per the Rutgers University Policy on Disruptions, we do not condone this morning’s disruption but recognize the necessity of balancing free speech and peaceful protest with our educational, research, and operational imperatives," the statement said.

Conway said students involved in protests have said they want "representation within our community," including a cultural center, diversity initiatives and representation in curriculum through partnerships.

The statement also acknowledged that the students have requested that Rutgers "divest from companies engaged in Israel and to sever ties with Tel Aviv University."

Conway said that "such decisions fall outside of our administrative scope" but added that the request is under review.

Texas Gov. Abbott declares May Jewish American Heritage Month

Texas Gov. Greg Abbott today declared May as Jewish American Heritage Month in the state.

"It is imperative now more than ever that we stand in solidarity with Israel & the Jewish community," Abbott said in a post on X , alongside the proclamation.

"We will always stand in support of Israel & celebrate the role Jewish Americans have played in our great state," he said.

UCLA student says the prison bus was the 'worst part'

LOS ANGELES — A first-year UCLA student was greeted with shouts and hugs today as he stepped outside a Los Angeles Police Department processing center.

Imran, who asked that his last name not be used because of his pending court hearing, wore a yellow UCLA Bruin Proud T-shirt. In one hand, he carried a plastic bag containing his wallet and other belongings police confiscated during his arrest. In the other were containers of water and apple juice provided by volunteers.

A swollen red line from zip ties used during his arrest circled both wrists. He said that sometime around 1 a.m., officers in riot gear started to push protesters farther onto the lawn surrounding the encampment.

Imran said he was repeatedly hit in the stomach and chest with a police baton while he linked arms with protesters to prevent officers from destroying the encampment.

“We literally didn’t have any weapons,” he said of the protesters.

Standing outside the processing center, Imran shook his head in bewilderment as he recalled the five hours he sat in a jail bus with dozens of other protesters.

“That was honestly the worst part,” he said. “I’ve never been in a prison bus. It’s like being in a cage. So brutal.”

Imran was charged with unlawful assembly and is scheduled to appear in court in July.

UCLA allowed law enforcement to enter encampment to 'preserve campus safety,' chancellor says

UCLA decided to call in police to disassemble the encampment that had been up on campus for the last week "to preserve campus safety" after it was unable to reach an agreement with demonstration leaders to disband it voluntarily, Chancellor Gene D. Block wrote in a statement today.

The statement said the university has been toying with how to approach the encampment, keeping in mind campus safety, disruptions to teaching and learning and free speech expression.

"The events of the past several days, and especially the terrifying attack on our students, faculty and staff on Tuesday night, have challenged our efforts to live up to these principles and taken an immense toll on our community," Block said.

He said that the goal was to keep the encampment up as long as it did not jeopardize the safety of those on campus but that "ultimately, the site became a focal point for serious violence as well as a huge disruption to our campus."

The statement called the Royce Quad encampment "unlawful and a breach of policy," as "it led to unsafe conditions on our campus and it damaged our ability to carry out our mission."

UCLA said that when an agreement to remove the encampment could not be met, it directed campus police and outside law enforcement to clear it.

Police followed a plan to protect protesters' safety, the statement said. It said about 300 protesters left the site voluntarily, while "more than 200 resisted orders to disperse and were arrested."

UCLA police arrested 210 people on suspicion of failure to disperse, Los Angeles Police Chief Dominic Choi said.

The statement encouraged UCLA students to protest peacefully and lawfully. It also said the school is investigating “violent incidents” that have occurred on campus, “especially Tuesday night’s horrific attack by a mob of instigators.”

UCLA arrestee says police 'just kept shooting' tear gas and rubber bullets

LOS ANGELES — Ginger Shankar, a Los Angeles resident who is not a UCLA student but joined the campus protests, heard police helicopters begin circling above UCLA’s encampment around 9 o’clock last night.

Four hours later, she said, chaos erupted as police shot tear gas and rubber bullets into the encampment indiscriminately.

“They were so crazy,” Shankar said. “They just kept shooting.”

Around 5:30 a.m. today, she joined dozens of protesters who had locked arms to prevent police from entering the encampment.

She said she heard an officer say: “Whose arm are we going to dislocate?”

UC Santa Barbara pleads with protesters to show 'collegiality'

Corky Siemaszko

Administrators at the University of California, Santa Barbara, are pleading with the protesters to cut the graduating class some slack.

"UC Santa Barbara has a tradition of student engagement and activism in which students exercise their First Amendment while respecting the rights of the entire campus community," UCSB said in a statement.

But, the statement continued, "many students who were deprived of their high school graduation ceremonies by the pandemic four years ago are now looking forward to their UCSB Commencement and the culmination of their undergraduate education."

"We owe it to them to allow them to complete their studies in an environment that supports teaching and learning. We encourage everyone to work together to protect the safety and collegiality of our academic community."

UCSB reported that protesters staged an "unpermitted rally" on Wednesday and erected an "unauthorized" encampment on the campus.

"We recognize that the violence and suffering in the Middle East have caused great distress in our campus community and we urgently hope that a peaceful resolution will be found," the statement said.

UCLA protester says encampment was peaceful until counterprotesters and police came

Marlene Lenthang

Benjamin Kersten, a UCLA student and member of the student group Jewish Voice for Peace, said the encampment was peaceful until counterprotesters stormed in and police swarmed the area.

“I’ve spent lots of time in the encampment,” Kersten said this morning, with flash-bangs set off by police audible in the background. “It’s clear to me that this encampment would have been a peaceful endeavor if not for the continual presence of counterprotesters and now a very large, significant presence of law enforcement. It’s an intense scene here.

“I’m hearing that peers and colleagues of mine are being thrown into the ground and possibly hurt with rubber bullets.”

Asked about outside groups’ hijacking protests, Kersten said: “I’ve certainly seen community support for the encampment. But I would describe the encampment very much as student-led. I think what I found most concerning is the rotating presence of counterprotesters, including their late hours of the night.”

“The university had any chances to take meaningful action and hear out their students concerns about what matters to them, in this case pressuring the university to divest and boycott in an effort to end its complicity in an ongoing genocide against Palestinians. And instead, the university chose a course of nonaction,” Kersten added.

UW-Madison officials meet with protesters, agree not to call in police pending next meeting

Maura Barrett

Selina Guevara

University of Wisconsin-Madison officials have agreed not to call in police to sweep the university’s campus encampment protest today after a meeting with student organizers.

Student organizers this morning met with administrators to discuss police violence and to demand divestment and a public declaration urging a cease-fire in Gaza.

Another meeting is expected within the next 24 hours, and organizers will continue their protest programming today.

“I think a lot of us are going to sleep a little more comfortably knowing that we won’t be woken up by police,” Abbie Klein, a Ph.D. student who has stayed in the encampment since it popped up Monday, told NBC News. "However, that’s bare minimum, and we shouldn’t have to be relieved by that."

Rutgers University says encampment tents need to be removed by 4 p.m.

Rutgers University officials said all tents and protesters must be cleared out by 4 p.m. today.

A rally this morning at Voorhees Mall on the New Brunswick, New Jersey, campus disrupted 28 scheduled exams and affected more than 1,000 students. Officials postponed exams.

“This morning, we met again with the students representing the protest, again expressing our concerns for safety and student success, and informed them that their tents need to be removed from Voorhees Mall by 4 pm today,” school President Jonathan Holloway and Rutgers–New Brunswick Chancellor Francine Conway said in a statement.

Those who don't comply and disperse will be removed with the assistance of law enforcement. Voorhees Mall and other places where university business is conducted must also be cleared of protesters “for the remainder of the semester,” the statement said.

"We value free speech and the right to protest, but it should not come at the cost of our students’ education and safety. We strive to balance these rights and maintain a safe and secure environment for our students to learn and succeed," the statement said.

Northeastern University: 98 arrested in campus protest, 63 not affiliated with school

Northeastern University said 98 people were arrested after police Saturday cleared out an encampment that formed last Thursday.

Twenty-nine of the arrested were students, six were faculty and staff members, and 63 were people not affiliated with the university, a school spokesperson said in a statement.

The school said university police concluded that the protest would soon present a threat to the safety of those involved after it drew a number of protesters not affiliated with the school. Multiple notices were given to disperse before police moved in.

Students who produced valid Northeastern IDs were released and will face disciplinary proceedings, not legal action.

Four pro-Palestinian protesters nabbed in NYC aren't students

Four of the protesters arrested at pro-Palestinian demonstrations at Columbia University and City College of New York are "outside protest influencers," not students at the schools, a senior law enforcement official said.

All four have been charged with burglary and illegal entry, the official said. They are:

James W. Carlson, whom the official described as "a long-time figure in the anarchist world" with multiple aliases, like Cody Tarlow and Cody Carlson.

Citing California arrest records, the official said Carlson was arrested in 2005 during the violent G8 protests in San Francisco for he attacked a police officer. He was charged with "suspicion of attempted lynching, malicious mischief, battery to a police officer, aggravated assault on a police officer with a deadly weapon and willful resistance to a police officer that results in serious bodily injury."

The official did not say whether Carlson was convicted or served any time.

Carlson has also been suspected of burning an Israeli flag during a demonstration, and he was "previously involved in recent bridge and tunnel blocking," said the official, who gave no further specifics.

Amelia Fuller was arrested near CCNY.

Previously, Fuller had been arrested on Jan. 8 for taking part in a pro-Palestinian protest to blockade the Williamsburg Bridge, which connects Manhattan to Brooklyn.

The New York Botanical Garden also fired Fuller, the official said, after she appeared in a video allegedly declaring that she felt "proud" after Hamas staged the Oct. 7 massacre of Israelis that sparked the Gaza War.

The Botanical Garden did not immediately respond to a request for confirmation.

Jacob Issac Gabriel, who was also arrested near CCNY, and has had "numerous protest-related arrests," the official said.

Gabriel, the official said, was part of a group that disrupted the Macy’s Thanksgiving Day Parade last year.

Rudy Ralph Martinez, who was arrested near CCNY, "has an extensive history of protest-related arrests dating back to California in 2012," the official said.

Police arrest protesters at Portland State University

Twelve protesters were arrested after police rousted them from the library at Portland State University, police in Portland, Oregon, reported on social media.

They were part of a larger group that had taken over the library and barricaded the doors in anticipation of a standoff, the police bureau said.

"We have found caches of tools, what appears to be improvised weapons, ball bearings, paint balloons, spray bottles of ink, and DIY armor," police posted on X . "None of this was used on police."

Chaotic scene at jail as UCLA protesters are cited and released

LOS ANGELES — It was a chaotic scene outside the Twin Towers jail this morning as UCLA protesters and counterprotesters who were arrested overnight were being processed.

The streets around the downtown jail were closed and a crowd was gathered outside the jail, chanting, "Free, free Palestine!" Every time an arrestee came out of the center, the crowd would clap and cheer. They were being cited and released.

A business owner across the street said the crowd began gathering around 9 a.m.

Some UCLA faculty members had also come to the reception center to show their support for their students.

At the jail's inmate reception center, many young people who appeared to be college age stood outside with tickets in hand. The crowd erupted in cheers every time someone stepped outside.

Some of those arrested came out in tears.

Los Angeles County public defenders and National Lawyers Guild attorneys also arrived to offer legal help.

Volunteers passed out bagels, tamales, water and other snacks to those arrested.

Number of UCLA protest arrests climbs to over 200

Andrew Blankstein

California Highway Patrol officers have now arrested 209 protesters at UCLA, two law enforcement sources apprised of the ongoing operation to clear the campus said.

And the cost to remove the pro-Palestinian encampment, an action that began with a predawn raid, has climbed into the "multiple millions of dollars" range, the sources said.

It was not immediately clear how many of those arrested were UCLA students or faculty members or whether any outsiders were swept up in the raid, the sources said.

Police officer arrests a protester at UCLA

That information may not be known for days, they said.

Most are expected to be slapped with misdemeanor trespassing or vandalism charges before they are released, the sources said. Some could face more serious assault and battery charges stemming from attacks on police officers.

Prosecutions of misdemeanors are generally handled by the Los Angeles city attorney, the sources said, but it’s possible some of more serious cases will be prosecuted by the Los Angeles County district attorney and the state attorney general.

Biden: Protests won't make him reconsider stance on war

After Biden wrapped up his remarks this morning, a reporter asked if the protests have caused him to reconsider his policies in the Middle East region, to which the president replied, “No.”

When asked if the National Guard should intervene, he also said, “No,” before walking out of the Roosevelt Room.

Over 2,100 arrests at school protests nationwide

So far, there have been at least 2,138 arrests at college protests across the country, according to an NBC News tally.

The arrests came from at least 60 colleges and institutions participating in protests and encampments in solidarity with the Palestinian cause and calling for their schools to divest from Israel.

Some of the latest numbers include:

Twelve arrested at the University of New Hampshire last night — 10 students and two who are not affiliated with the university — all charged with disorderly conduct and trespassing.
Four arrested at Yale last night — two students and two non-students, charged with criminal trespass and disorderly conduct.
Twenty-nine arrested at Stony Brook University shortly after midnight — 22 students, two faculty members and five others for "violating various laws."

Columbia University professors call for vote of no confidence in President Shafik

Erin McLaughlin

The Columbia University chapter of the American Association of University Professors called for a vote of no confidence in President Minouche Shafik following the “horrific police attack on our students.”

In a statement this morning, members said they “unequivocally condemn” Shafik’s decision to call in the NYPD to clear out Hamilton Hall and encampment protests — a move they said was made without consulting the University Senate, “in violation of established procedures, by recourse to so-called emergency powers.”

She did so, in the face of efforts by the AAUP and faculty to “de-escalate the situation.” The statement noted that faculty, staff and students were locked out of campus prior to the police raid, and remain so.

“The choice of Columbia’s administrators to ignore University statutes and customary practices honored over the past six decades, to have our students violently arrested, and to impose a militarized lockdown of our campus, has irrevocably undermined our trust in them,” the statement said.

In contrast, the chapter noted how Brown University had agreed to start a process with students to bring protester demands before their Board of Trustees, which resulted in the “peaceful disbanding of that encampment.”

The chapter called for the University Senate and representative faculty bodies of individual schools to pass a vote of no confidence in Shafik, the co-chairs of the Board of Trustees and the COO, demanded campus be immediately reopened and the NYPD withdrawn “at once.”

“A vote of no confidence in the President and her administration is the only way to begin rebuilding our shattered community and re-establishing the University’s core values of free speech, the right to peaceful assembly, and shared governance.”

Biden: 'There’s the right to protest, but not the right to cause chaos.'

Biden addressed the protests that have roiled U.S. college campuses in recent weeks, saying: "Let me be clear: peaceful protest in America. Violent protest is not protected — peaceful protest is. It's against the law when violence occurs."

"There's the right to protest, but not the right to cause chaos," the president added.

He noted that destroying property, vandalism, breaking windows, shutting down campuses and forcing the cancellation of classes and graduation are not peaceful protests.

"Threatening people, intimidating people, instilling fear in people is not a peaceful protest. It's against the law," he said. "Dissent is essential to democracy, but dissent must never lead to disorder or to denying the rights of others so students can finish the semester and their college education," he continued.

"There should be no place on any campus, no place in America for antisemitism or threats of violence against Jewish students. There’s no place for hate speech or violence of any kind whether it’s antisemitism, Islamophobia or discrimination against Arab Americans or Palestinian Americans," Biden said. "It’s simply wrong. There’s no place for racism in America."

Tents return to UW-Madison campus, one day after clashes with police

One day after clashes between protesters and police culminated in arrests , 25 tents were re-established at the University of Wisconsin-Madison.

At least two police officers in regular uniform were seen surveying the area from a distance.

This morning, the chancellor is meeting with a few protest leaders, but protesters say they’ll only be satisfied when they have confirmation the university will take action on their demands including divestment, cutting ties with Israeli institutions and calling for a cease-fire.

The pro-Palestinian encampment on the University of Wisconsin in Madison on May 2, 2024.

“I think our concerns with any agreement that we come to is that we want to make sure that the agreement results in our demands actually being met, not just our demands being subject to further discussion by the administration,” Dahlia Saba, a first-year graduate student in engineering and encampment participant, told NBC News.

Pro-Palestinian protesters on the campus of University of Wisconsin in Madison on May 2, 2024.

Yesterday, at least 34 people were arrested. While a majority were released, four were booked into Dane County Jail on charges spanning battery to a police officer and resisting arrest, the UW-Madison Police Department said. Four police injuries were reported in the confrontation with protesters.

Police begin to clear Portland State University library occupied by protesters

Police began an operation to clear Portland State University's Millar Library, which has been occupied by pro-Palestinian protesters since Monday.

Earlier this morning, Portland State University issued an alert saying: "Millar Library is closed. NO ONE is authorized to be in the library. Anyone remaining is committing criminal trespass."

The Portland Police Bureau said it was closing several blocks around the library amid the operation, anticipated to last “several hours.”

The police effort is in collaboration with Portland State University, and comes after “numerous attempts to begin a dialogue with the participants,” to no avail.

A pro-Palestinian protester sits near a barricade atPortland State University

“Portland Police personnel swear an oath to protect constitutional first amendment rights and we are committed to ensuring safety for all Portlanders who exercise their lawful right to assemble and express themselves, but as a city we will not allow criminal behavior that disrupts our community,” Portland Police Chief Bob Day said, noting the bureau will “pursue all efforts at de-escalation.”

University of Minnesota reaches agreement with protesters to end encampment

The University of Minnesota announced this morning that administrators have reached an initial agreement with pro-Palestinian protesters to end the campus encampment.

It comes after multiple meetings with student organizations including the UMN Divest Coalition “representing multiple views regarding the conflict in Palestine.”

As part of the agreement, closed buildings will be reopened at noon and the student coalition has agreed to not organize “disruptions” at final exams and commencements.

“While we do not condone tactics that are outside of our policies, we appreciate student leaders’ willingness to engage in dialogue. I value the challenging and healthy conversations we’ve had,” interim President Jeff Ettinger said in a statement.

University of Minnesota campus pro-Palestine protest encampment

The agreement, which was sent to the encampment organizers last night, outlined six points of progress, including an opportunity to address the board of regents regarding divestment May 10, a meeting on accessing publicly-available information on university expenditures, amnesty from criminal charges by police and an agreement to not pursue university disciplinary action against students or employees who participated in the encampment.

The agreement noted that administrators would meet with Jewish student leaders today, “as we aim to appreciate and support our Jewish student body as well.”

Exams and academic activities postponed at Rutgers

Rutgers University in New Brunswick, New Jersey, announced this morning that exams and other academic activities scheduled before noon today on the College Avenue campus “have been postponed.”

The move was made “due to anticipated escalation of protest activities and out of an abundance of caution for the safety of our students.”

Columbia University radio station WKCR praised for live broadcast of college protests

Daysia Tolentino

As the New York City Police Department raided Columbia University’s Hamilton Hall on Tuesday night to arrest pro-Palestinian protesters camped inside, there was one outlet that many onlookers turned to for live updates: WKCR.

Listenership of WKCR was so high that night that its website crashed. The website was still experiencing intermittent outages as of yesterday afternoon .

The radio station is one of several student news outlets across the country — including The Columbia Daily Spectator , UCLA’s The Daily Bruin , USC’s The Daily Trojan and UT Austin’s The Daily Texan — that have become go-to sources for information about protests at college campuses.

On Tuesday, reporters from mainstream media outlets had their access restricted by Columbia , so student journalists used their unique positions as members of the community to report on the event. Elsewhere across the U.S., journalists at national and local outlets have also said they’ve been turned away from some campuses if they didn’t have college IDs.

Read the full story here.

Hundreds of protesters arrested, at least one officer injured at UCLA encampment

Steve Patterson

Hundreds of people have been arrested in connection with UCLA's pro-Palestinian encampment, a CHP spokesman said this morning.

It's not immediately clear how many were students, faculty or not affiliated with the campus.

Those arrested are expected to be booked at the Los Angeles county sheriff’s downtown Los Angeles jail and other facilities around the county, according to a senior law enforcement source familiar with the matter.

At least one officer was injured but it’s not clear what the injury was. It’s also not immediately clear if any of the protesters were injured, the source said. The CHP spokesman said objects, including water bottles, were thrown at officers.

NYC mayor: More than 40% of protesters arrested at Columbia, CUNY not affiliated with schools

New York City Mayor Eric Adams said this morning that preliminary numbers indicate that more than 40% of those arrested at student protests at Columbia and CUNY were "not from the school and they were outsiders."

He made the comments on NPR's "Morning Edition" to host Michel Martin — the first time officials have shared a number following the mayor's claim yesterday that "outside agitators" were involved in the protests at Columbia.

"Just this morning what was given to me by my team was a preliminary review of the numbers, this is just the beginning process of the analyzing, and it appears as though over 40% of those who participated in Columbia and CUNY were not from the school," Adams said.

"I just had gut reaction based on my years in law enforcement, and I asked the intelligence division of the police department to look into it, do an analysis. Do we see familiar faces of people around the protests? And they came back substantiated on the Columbia grounds, and on other grounds, that there were those who were professionals who participated in training," he said.

The UCLA protest encampment is now over

Patrick Smith

By the time daylight dawned on Los Angeles, the UCLA encampment had ended.

What was once a mini village of tents, gazebos and signs protesting against Israel's war in Gaza was just a pile of rubble and debris — discarded tents and sleeping bags strewn across the school's Royce Quad, which had been protesters' home for more than a week.

A hard core of protesters continued to hold out against police and could be heard chanting slogans and repeated calls for the college to divest from its financial interests in Israel.

But protesters continued to be led away by police, their hands tied behind their backs.

Remaining UCLA protesters cornered outside library

Much of the UCLA encampment protest has been cleared of demonstrators, and the remaining protesters appear to be cornered in front of Powell Library, linked arm in arm, as of 5:15 a.m. (8:15 a.m. ET)

In front of the last standing protesters is a line of police officers in helmets with face shields and holding out batons bellowing “Move!”

Officers storm UCLA encampment

Max Butterworth

Police officers forcefully enter an encampment set up by pro-Palestinian demonstrators on the UCLA campus in Los Angeles this morning.

Police officers enter a pro-Palestinian encampment at UCLA.

Some protesters still holding out against police raid at UCLA encampment

Almost two hours after California Highway Patrol moved into dismantle the UCLA protest encampment and arrest several people, some protesters are still defiantly standing firm, live footage from the scene shows.

They were linking arms and singing as of 5 a.m (8 a.m. ET) and some tents were still standing, although most have been taken down and thrown onto a growing pile of debris. More protesters were seen being led away with their hands tied, however.

Police face-off with pro-Palestinian students

Watch: 'Don't fail us': Protesters detained as police clear UCLA encampment

NBC News footage shows the moments police cleared the protest encampment at UCLA this morning after an overnight standoff.

Protesters can be seen trying to stop officers from entering, as one shouts for them to get "back." A number of protesters can be seen detained on the nearby lawn, their hands in zip ties and some wearing pajamas.

"I am a student here," says one male being detained by police. "I am an English major. Please don't fail us. Don't fail us," he says as he is taken away by officers.

Police clash with UCLA protesters as officers storm encampment

Police in riot gear have entered into UCLA’s campus after violence broke out between rival protest groups. Classes there are now canceled while arrests mount on dozens of other campuses across the country. NBC’s Liz Kreutz reports for TODAY.

Israeli president issues 'urgent message of support' to Jewish communities, citing campus 'intimidation'

Israeli President Isaac Herzog today issued issued an "urgent message of support" to Jewish communities around the world in light of what he said was "the dramatic resurgence in antisemitism and following the hostilities and intimidation against Jewish students on campuses across the US in particular."

"We see prominent academic institutions, halls of history, culture, and education contaminated by hatred and antisemitism fueled by arrogance and ignorance, and driven by moral failings and disinformation," Herzog said in a video message.

Protest groups, many of which include Jewish students, have rejected accusations of antisemitism, arguing they are rallying to oppose Israeli actions in Gaza and in support of Palestinian rights.

Herzog's message was the latest from Israeli leaders assailing campus protesters in the U.S. Pro-Palestinian demonstrations have in recent days clashed with pro-Israel counterprotesters, as well as with police.

Officers confront protesters as they dismantle encampment

Police deployed a heavy presence on US university campuses on May 1 after forcibly clearing away some weeks-long protests against Israel's war with Hamas. Dozens of police cars patrolled at the University of California, Los Angeles campus in response to violent clashes overnight when counter-protesters attacked an encampment of pro-Palestinian students.

A police officer takes aim at a pro-Palestinian protester on the UCLA campus early this morning, as numerous explosions were heard amid violent scuffles between law enforcement and students refusing to move.

Protesters detained as police dismantle UCLA encampment

Buses were ready for protesters to be taken away from the UCLA campus, as police moved in and detained several people this morning, according to footage from the scene.

Protesters gather at the University of California Los Angeles

Protesters could be seen on the floor with their hands in zip ties, while others were led away by California Highway Patrol officers as a large amount of flashbangs were set off in order to subdue the protest.

Police moved in after 3 a.m. this morning after a long standoff but some protesters are still defying orders to leave.

Watch: Police attempt to dismantle a barricade at the UCLA encampment

After an overnight standoff, police moved in to dismantle barricades at the UCLA encampment early this morning.

NBC News video shows armored officers pulling aside metal barriers and seizing makeshift shields from protesters who had formed human chains.

Multiple bangs can then be heard and smoke soon fills the air of the campus.

Police move in, begin tearing down UCLA encampment after long standoff

Police in riot gear have begun moving in and pulling down boards that pro-Palestinian protesters had used to fortify their encampment on the UCLA campus. Tents and gazebos were carried away by officers.

A series of loud bangs can be heard — NBC Los Angeles reporter Anastassia Olmos is on the scene and reported that flashbangs were being set off by police .

Several hundred officers arrived on campus in a series of buses through the early morning, hours after the encampment had been declared unlawful at 6 p.m. yesterday.

Officers had spent at least 30 minutes in a tense standoff with a crowd that had turned up to support the encampment, which was blocking a main stairway into the Royce Quad where the encampment has been for days. At 3 a.m., those blocking the stairs were seen walking away with their hands raised.

Several protesters were seen to be detained by police, one of them shouting “free Palestine.”

Makeshift shields used by pro-Palestinian protesters at UCLA

Clashes broke out on May 1, 2024 around pro-Palestinian demonstrations at the University of California, Los Angeles, as universities around the United States struggle to contain similar protests on dozens of campuses.

A pro-Palestinian protester wearing swim goggles takes shelter behind a wood pallet, as others use what appear to be plastic container lids to shield themselves during a tense standoff with police at the UCLA campus in Los Angeles early this morning.

Police scuffle with protesters at UCLA as they try to reach encampment area

Police have scuffled with protesters who were blocking the entrance to the area of the UCLA pro-Palestinian encampment.

A group of several hundred California Highway Patrol officers in riot gear arrived at the UCLA campus in several buses at around 5.30 a.m. (2.30 a.m. ET) and aerial footage from the Reuters news agency showed them clashing with protesters around 5.45 a.m. (3.45 a.m. ET).

Bottles and other items were thrown at police officers amid chants of “We’re not leaving! You don’t scare us!”

UCLA switches to remote learning today and tomorrow, citing 'emergency'

UCLA told all students that classes today and tomorrow will be remote learning only, because of the "EMERGENCY ON-CAMPUS."

The college said in a statement that all students should avoid the Dickson Court / Royce Quad area where the protest encampment is.

All employees have been told to work remotely.

Police clash with protesters at UCLA

Tense scenes continue at UCLA, where police were seen to clash with protesters just before 2 a.m. (5 a.m. ET).

Aerial video footage also showed police apprehend at least one person outside the encampment, near where hundreds of protesters have gathered to support the encampment, outside an area closed off to the public.

Police have formed a line to prevent any more protesters from entering the encampment area in Royce Quad — but aerial footage also appeared to show officers pulling back from the encampment area and walking away after the scuffles broke out.

An order for protesters to leave the area or face arrest was repeated over a loudspeaker.

Police arrest 90 at Dartmouth protest encampment after repeated warnings

At least 90 people were arrested in the early hours of this morning at Dartmouth College in New Hampshire, police said, for alleged offenses including criminal trespass and resisting arrest.

Those arrested include Dartmouth students and people with no affiliation to the college.

Hanover Police Department said in a statement at 1.30 a.m. that protesters had been warned that no tents would be allowed and that once they were erected there were multiple warnings from college staff and a dispersal order from police.

Some chose to leave, but many stayed, police said, and multiple law enforcement agencies were involved in the resulting operation.

Hundreds of sympathizers gather to support UCLA pro-Palestinian encampment

Hundreds of protesters gathered outside the UCLA protest encampment to offer their support early today, after police cordoned off the quad that saw scenes of violence in the early hours yesterday.

Pro-Palestinian protest at UCLA campus in Los Angeles

The pro-Palestinian supporters gathered on the Janss Steps that lead to Royce Quad, where several hundred have defied police orders to leave their encampment.

They chanted "peaceful protest" and "shame on you, LAPD" as police officers moved into the encampment area.

A line of police is preventing them from going further into the campus.

L.A. city controller warns UCLA and city leader to protect students

UCLA was urged to do more to protect students, as protesters defied repeated warnings to leave the campus in the early hours of today.

City Controller Kenneth Mejia, who is currently on the scene at UCLA, said on X: "There is a large police presence from multiple law enforcement agencies after outside mobs attacked peaceful student protesters last night with no one protecting them.

"Students now face police. We urge ULCA & City leaders to protect students, not do more harm."

Graffiti and placards line the walls of UCLA

Protesters wearing traditional keffiyeh scarves around their faces stand beside graffiti daubed walls inside the encampment set up by pro-Palestinian students on the UCLA campus last night.Two protesters sleep beneath a wall covered with placards on the campus, protesting against Israel's ongoing military offensive in Gaza.

A veteran activist joined Columbia protesters. Police call her a ‘professional agitator’

Rich Schapiro

As pro-Palestinian student protesters took over a Columbia University building early Tuesday, one person in the crowd outside stood out — a gray-haired woman who delivered orders to young people helping to barricade a door.

“Tie it right to the lock,” she told two masked protesters holding zip ties, according to footage posted on social media. The protesters did as they were told, using the ties on a metal table pressed against the door of Hamilton Hall.

“Let’s give them a little cover,” the older woman said to the crowd. “Cameras back. Cameras back.”

The woman was not a Columbia University student or faculty member. She in fact has no known affiliation to the school at all.

She is a 63-year-old veteran activist named Lisa Fithian, or whom the New York Police Department described as a “professional agitator.”

Large crowd still seen at UCLA

A large crowd of people could still be seen at the UCLA campus in Los Angeles tonight, hours after news crews heard police orders to disperse, helicopter video showed.

There have no reports of arrests on the campus, where there also was some distance away a pro-Palestinian protest encampment.

Police were seen on campus. The Daily Bruin student newspaper reports some police were in riot gear.

Counterprotesters threw fireworks, tear gas at encampment, UCLA student says

Dylan Winward, a student journalist at UCLA, detailed the moment counterprotesters threw fireworks and tear gas at the pro-Palestinian encampment on campus. Winward said counterprotesters did “not appear to be student led.”

Officers close in on UCLA encampment

Police stage on the UCLA campus near an encampment set up by pro-Palestinian demonstrators in Los Angeles late last night.

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3. Conclusion. Through highs and lows, my time spent in school has been a journey of growth and learning. From mastering new skills to forging meaningful friendships, I have come away with invaluable life lessons that will stay with me forever. Looking back on it all now, I am truly thankful for the enriching experiences this chapter had to offer.
Essay On My High School Experience
1215 Words5 Pages. High school grows you into the person you are. I have great memories, good and bad, some learning experiences and some that I'll take with me the rest of my life. My high school experience has influenced my development as a person inside and outside of the class by making me more independent, choosing friends wisely and ...
Negative educational experiences cause lasting damage to wellbeing
Negative educational experiences cause lasting damage to wellbeing. The knock-on effects to long-term wellbeing now revealed in our Eudaimonia research report. 18 November 2016. Alex Marshall was just 13 when he was kicked out of school after an altercation with a teacher. "It hurt me a lot because I really didn't know what to do," he says.
Bad Experience In High School
Bad Experience In High School. I had a bright path ahead of me in high school and beyond. The reality of the situation was that high school was a bigger change for me than anyone had anticipated. My previous routine with my father had been rocked by the introduction to friends and a social life. Instead of my father picking me straight up from ...
College Essay Examples
Table of contents. Essay 1: Sharing an identity or background through a montage. Essay 2: Overcoming a challenge, a sports injury narrative. Essay 3: Showing the influence of an important person or thing. Other interesting articles. Frequently asked questions about college application essays.
essay about bad school experience
My Worst Day Of School Experience. My worst day of school was my freshman year. I had the worst day of school in the beginning of the year, September, to be exact. It wasn't the
Bad Experience at School
Experiencing failure is something all people are going to have to go through at some point in their life. Whether it's sports, school, friendships, families, and relationships. For me, I experienced the most eye-opening failure in my freshman and sophomore year of high school.…. 464 Words.
My Middle School Experience: Growth and Discovery
The Transition to Middle School. The shift from elementary school to middle school marked a significant transition in my life. It was a time when the familiar comforts of elementary school were replaced by the anticipation and uncertainty of new experiences. The physical move to a different school building, the introduction of multiple teachers, and the prospect of making new friends all added ...
Personal Essay : My Worst Class Experience In School
Open Document. My worst class experience all started in 10th grade year in an Algebra 2 class taught by Mr.Trichtinger or Mr.T for short. I'm going to tell you the horror he unleashed upon me and everybody else in that class. He could have probably won worst teacher of the year for that season because I don't see how anybody could've topped his ...
Bad Experience Essay Examples
Stuck on your essay? Browse essays about Bad Experience and find inspiration. Learn by example and become a better writer with Kibin's suite of essay help services.
"My bad school experience"
Think of the ways "bad" could be defined. The experience could have been something embarrassing, physically painful, angering, or even just plain boring. The topic wasn't to write about your worst school experience, after all, so anything unpleasant that you can make interesting will do. It doesn't even have to be something bad that happened to ...
MY BAD EXPERIENCE IN MY LIFE Free Essay Example
A small-time experience will always be remembered if it really affects someone's feelings. My father also still remembers it in the past. Although it was a bad experience in the past. I am one of the people who learn a valuable lesson, and that is, we should not waste money just to buy things that are less useful.
Bad College Essays: 10 Mistakes You Must Avoid
College Essay Execution Problems To Avoid. Bad college essays aren't only caused by bad topics. Sometimes, even if you're writing about an interesting, relevant topic, you can still seem immature or unready for college life because of the way you present that topic—the way you actually write your personal statement.
What is your worst school experience? [Serious]
And while the kid is fleeing he starts shooting randomly down the office hallway and grazes the school nurse. He ends up leaving the school and runs. He was found about an hour later dead from a self inflicted gun shoot wound. And later that night the assistant principle dies during surgery.
My Worst High School Experience
Extract of sample "My Worst High School Experience". I thus hid the doughnuts in my school bag and covered the coffee mug with a piece of paper. I rushed to the school and sneaked into class without being noticed by the teacher. When I got into the class, I started sipping my coffee slowly. I would peep through the window to make sure there was ...
FREE worst experience in school Essay
Essays Related to worst experience in school. 1. The American School System. Billions of dollars from American taxpayers are going to the public schools of the United States, but statistics show that more students drop out of school every year. ...
Essay Bad Experience In School
Essay Bad Experience In School, 8 Band Essay Pdf, Final Exam English Composition 1 Analytical Essay, 7th Grade Formulas Sheet, Creative Homework Assignment Ideas, How To Write A Manual Test Case With Example, Why Can't You Use I In An Essay ...
Opinion
Here is a story. In 2007, Apple released the iPhone, initiating the smartphone revolution that would quickly transform the world. In 2010, it added a front-facing camera, helping shift the social ...
Bad School Experience Essay
Bad School Experience Essay: 100% Success rate 535 . Finished Papers. Discount Code. 1(888)302-2675 1(888)814-4206. We value democratic peace and support Ukraine in its fight for freedom and democratic development. We also encourage you to support Ukraine in its ...
Essay Bad Experience In School
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Campus protests live updates: Nearly half of NYC arrests involved
The school had instructed students to dismantle the encampment by 4 p.m. today or they would be removed with the assistance of law enforcement. The deadline was set after the university canceled ...
Penn State Altoona completes Innovation TestLab with local high school
Marissa Carney. [email protected] Work Phone. 814-949-5105. Innovation TestLab, a multi-week program for high school students, offers participants the opportunity to experience a college classroom setting while learning concepts such as customer discovery, research and feasibility studies, critical thinking, and presentation skills.
Charlotte, NC shooting: 4 law enforcement officers killed as US ...
Link Copied! CNN —. "Numerous law enforcement officers" have been shot in an "active situation" in Charlotte, North Carolina, police say. "The scene is still active. Avoid the area ...