We used to dissect frogs in class, now we sit around and discuss their feelings*: help students become comfortable with feeling uncomfortable.

This article discusses the rise in depression and anxiety levels among students and the compassionate policies that some educators are implementing to address these issues. These policies include test retakes, flexible deadlines, recorded lectures, and mental health breaks. The article argues that while these policies may seem helpful, they may actually hinder student success and personal growth. It suggests that students should be encouraged to actively engage with academic stressors and develop coping skills, rather than avoiding them. The article questions whether these compassionate policies truly promote mental health, academic achievement, and resilience. [Extracted from the article]