Marlena Jackson-Retondo is the engagement producer for KQED's Forum and Mindshift. Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.
By Marlena Jackson-Retondo
Flag Football is Growing in Popularity, Especially Among Girls
Who Misses Out When Tutoring Starts Too Late?
Sun Ra and Symphony in Middle School: OUSD Music Teacher Retires After Four Decades
How Finnish Education Inspires U.S. Schools, Still
How School Boards Can Bring Differing Views Together
Gen Z Financial Literacy in The Digital Age With Lillian Zhang
Why Hope is Fundamental to Achieving Goals and Combatting Cynicism
Is Performing Emotions Online Making It All Meaningless?
If You Want Students to Learn, Don’t Tell Them 'Pay Attention!' Try This Instead
Should AI Chatbots Help Students With Their Mental Health?
Finding Your Voice Isn't Just For Students. It's For Teachers, Too
Social Media, Earlier Puberty: How Parents Can Keep Up with Changing Environments
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"content": "\n\u003cp class=\"wp-block-paragraph\">Flag football has long-been seen as an alternative to tackle football, and in recent years, the sport has risen in popularity, particularly for girls. \u003ca href=\"https://usafootball.com/media-center/usa-football-s-girls-flag-grant-breaks-barriers-to-olympic-sport\">According to USA Football\u003c/a>, girls’ participation in flag football has increased 57% over a decade, across ages six to 17, to more than 267,000 participants in 2024. And \u003ca href=\"https://www.nbcbayarea.com/news/california/california-flag-football-girls-school-sport/3147540/\">in 2023, the California Interscholastic Federation\u003c/a> added girls flag football as a high school sport. Flag football will even see its Summer Olympic Games debut in 2028. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Flag football carves out a space for female athletes in a male-dominated sport. Girls and women are not technically barred from playing tackle football at any level, but female athletes who play at the high school level are rare, even more so at the collegiate level, and no woman has ever played for the NFL. However, there are professional and semi-professional women’s tackle football leagues in the U.S. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-audio\">\u003caudio controls src=\"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC6644981403.mp3\">\u003c/audio>\u003c/figure>\n\n\n\n\u003cp class=\"wp-block-paragraph\">For students at Oakland Technical High School, which adopted the sport in its first playable season, flag football builds community, resilience and opportunity; players come from all different athletic backgrounds. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Some, like tenth grader Layla Ward, were encouraged by their parents to join the team. Ward is a wrestler, and said that she finds football confusing but joining the team has had a positive effect on her. “ I have something to do, keep my mind off of wrestling, so it helps a lot in wrestling as well,” Ward said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Other players, like freshman Sanae Struthers, have found a sense of belonging on the team. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“I get a lot of people telling me that I can’t do something just because I am a female and I am a ninth grader,” said Struthers. And although she keeps a full schedule with other athletics and choir, as well as earning straight A’s, the flag football field adds a sense of calm, she said. “I know that I can come on the field and be myself without anybody judging me.”\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">For \u003ca href=\"https://calbears.com/honors/california-athletics-hall-of-fame/alexis-gray-lawson/1370\">Alexis Gray-Lawson\u003c/a> who played in the WNBA as well as semi-pro flag football, coaching Oakland Tech’s girls flag football team is a way to foster a place of belonging and for young people to see someone like her in an athletic leadership role.\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“ It would be nice to have more women in these roles because there are women that have incredible resumes, whether that be with football, flag and, or in any other sport,” Gray-Lawson said. “Representation is really important; for kids to see you regardless of what you have, it will allow other kids to be able to have the same experience.” \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">The cultural strength of Oakland Tech’s flag football team is clear, but it’s hard to look past the handful of players who are on crutches, wearing knee braces, or sitting out with injuries. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Although the head injuries that plague tackle football are not as pervasive in flag football, there are still risks. UCSF pediatric sports medicine physician, \u003ca href=\"https://orthosurgery.ucsf.edu/patient-care/CelinaFrancesca-DeBorja\">Dr. Celina De Borja\u003c/a>, warns that injuries like concussions and knee injuries can still be a risk. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“Historically, we thought of concussions as coming from specifically a head injury or a head-on collision,” said de Borja. But any collision to the head or body that causes the brain to shake can cause a concussion, de Borja said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">The number one rule is to take a player that is suspected to have a concussion out of the game or practice. “And they can’t go back until they’re fully cleared by a clinician,” she said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Additionally, women in general are up to eight times more likely to sustain an ACL injury compared to men. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“We see a lot of knee injuries as well as foot and ankle injuries because it’s a cutting and pivoting sport,” said de Borja of flag football. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">De Borja is the director of UCSF’s PlaySafe program which has a two decade long partnership with the San Francisco Unified School District to provide athletic training staff and medical support during high school athletic games. “In the best setting there are some athletic trainers on the sideline,” who can evaluate players for injuries, said de Borja. \u003cstrong>\u003cbr>\u003c/strong>\u003cstrong>\u003cbr>\u003c/strong>She said all sports have injuries characteristic to the activity, but she highly encourages sports, especially for young athletes, for improved physical, cardiovascular and mental health. “There are significant studies that suggest how being part of a team or playing a sport can help improve your health and wellness,” she said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">A winning mindset, said Gray-Lawson, also prepares students for the future. “Like, being on time and doing the right thing and making the right play and being a great team player,” she said. “All those things translate to their lives after flag football.”\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">And for some, like 9th grader Brooke Washington, the sisterhood on the field is what makes the experience. “It’s definitely, like, a lot of sisterhood. I feel like everybody’s here for each other, here to uplift each other, even through our mistakes.” \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">\u003c/p>\n",
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"innerHTML": "\n\u003cp>De Borja is the director of UCSF’s PlaySafe program which has a two decade long partnership with the San Francisco Unified School District to provide athletic training staff and medical support during high school athletic games. “In the best setting there are some athletic trainers on the sideline,” who can evaluate players for injuries, said de Borja. \u003cstrong>\u003cbr>\u003c/strong>\u003cstrong>\u003cbr>\u003c/strong>She said all sports have injuries characteristic to the activity, but she highly encourages sports, especially for young athletes, for improved physical, cardiovascular and mental health. “There are significant studies that suggest how being part of a team or playing a sport can help improve your health and wellness,” she said. \u003c/p>\n",
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"innerHTML": "\n\u003cp>And for some, like 9th grader Brooke Washington, the sisterhood on the field is what makes the experience. “It’s definitely, like, a lot of sisterhood. I feel like everybody’s here for each other, here to uplift each other, even through our mistakes.” \u003c/p>\n",
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"excerpt": "Flag football has seen a recent rise in participation, and the girls at Oakland Technical High School are enjoying the experience.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp class=\"wp-block-paragraph\">Flag football has long-been seen as an alternative to tackle football, and in recent years, the sport has risen in popularity, particularly for girls. \u003ca href=\"https://usafootball.com/media-center/usa-football-s-girls-flag-grant-breaks-barriers-to-olympic-sport\">According to USA Football\u003c/a>, girls’ participation in flag football has increased 57% over a decade, across ages six to 17, to more than 267,000 participants in 2024. And \u003ca href=\"https://www.nbcbayarea.com/news/california/california-flag-football-girls-school-sport/3147540/\">in 2023, the California Interscholastic Federation\u003c/a> added girls flag football as a high school sport. Flag football will even see its Summer Olympic Games debut in 2028. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Flag football carves out a space for female athletes in a male-dominated sport. Girls and women are not technically barred from playing tackle football at any level, but female athletes who play at the high school level are rare, even more so at the collegiate level, and no woman has ever played for the NFL. However, there are professional and semi-professional women’s tackle football leagues in the U.S. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-audio\">\u003caudio controls src=\"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC6644981403.mp3\">\u003c/audio>\u003c/figure>\n\n\n\n\u003cp class=\"wp-block-paragraph\">For students at Oakland Technical High School, which adopted the sport in its first playable season, flag football builds community, resilience and opportunity; players come from all different athletic backgrounds. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Some, like tenth grader Layla Ward, were encouraged by their parents to join the team. Ward is a wrestler, and said that she finds football confusing but joining the team has had a positive effect on her. “ I have something to do, keep my mind off of wrestling, so it helps a lot in wrestling as well,” Ward said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Other players, like freshman Sanae Struthers, have found a sense of belonging on the team. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“I get a lot of people telling me that I can’t do something just because I am a female and I am a ninth grader,” said Struthers. And although she keeps a full schedule with other athletics and choir, as well as earning straight A’s, the flag football field adds a sense of calm, she said. “I know that I can come on the field and be myself without anybody judging me.”\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">For \u003ca href=\"https://calbears.com/honors/california-athletics-hall-of-fame/alexis-gray-lawson/1370\">Alexis Gray-Lawson\u003c/a> who played in the WNBA as well as semi-pro flag football, coaching Oakland Tech’s girls flag football team is a way to foster a place of belonging and for young people to see someone like her in an athletic leadership role.\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“ It would be nice to have more women in these roles because there are women that have incredible resumes, whether that be with football, flag and, or in any other sport,” Gray-Lawson said. “Representation is really important; for kids to see you regardless of what you have, it will allow other kids to be able to have the same experience.” \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">The cultural strength of Oakland Tech’s flag football team is clear, but it’s hard to look past the handful of players who are on crutches, wearing knee braces, or sitting out with injuries. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Although the head injuries that plague tackle football are not as pervasive in flag football, there are still risks. UCSF pediatric sports medicine physician, \u003ca href=\"https://orthosurgery.ucsf.edu/patient-care/CelinaFrancesca-DeBorja\">Dr. Celina De Borja\u003c/a>, warns that injuries like concussions and knee injuries can still be a risk. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“Historically, we thought of concussions as coming from specifically a head injury or a head-on collision,” said de Borja. But any collision to the head or body that causes the brain to shake can cause a concussion, de Borja said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">The number one rule is to take a player that is suspected to have a concussion out of the game or practice. “And they can’t go back until they’re fully cleared by a clinician,” she said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">Additionally, women in general are up to eight times more likely to sustain an ACL injury compared to men. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">“We see a lot of knee injuries as well as foot and ankle injuries because it’s a cutting and pivoting sport,” said de Borja of flag football. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">De Borja is the director of UCSF’s PlaySafe program which has a two decade long partnership with the San Francisco Unified School District to provide athletic training staff and medical support during high school athletic games. “In the best setting there are some athletic trainers on the sideline,” who can evaluate players for injuries, said de Borja. \u003cstrong>\u003cbr>\u003c/strong>\u003cstrong>\u003cbr>\u003c/strong>She said all sports have injuries characteristic to the activity, but she highly encourages sports, especially for young athletes, for improved physical, cardiovascular and mental health. “There are significant studies that suggest how being part of a team or playing a sport can help improve your health and wellness,” she said. \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">A winning mindset, said Gray-Lawson, also prepares students for the future. “Like, being on time and doing the right thing and making the right play and being a great team player,” she said. “All those things translate to their lives after flag football.”\u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">And for some, like 9th grader Brooke Washington, the sisterhood on the field is what makes the experience. “It’s definitely, like, a lot of sisterhood. I feel like everybody’s here for each other, here to uplift each other, even through our mistakes.” \u003c/p>\n\n\n\n\u003cp class=\"wp-block-paragraph\">\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>For 30 years, Bellevue Elementary in Santa Rosa has relied on AmeriCorps services to support their students that need extra help. But when federal funding was cut, and later reinstated, that programming stalled, leaving some students behind.\u003c/p>\n\u003cp>In this episode, principal Nina Craig explains how the loss of tutors affected instruction and student relationships, while new AmeriCorps members, Maya Nurse and Elena Zeoli, describe stepping into classrooms with limited time and resources. We learn how even a few missed months of literacy support reduces how many students can be served.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1557384124\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Welcome to Mind Shift, where we explore the future of learning and how we raise our kids. I’m Marlena Jackson Rotondo. It’s almost Winter break at Bellevue Elementary in Santa Rosa, California, and tutoring sessions for the school year have just begun. The schools to AmeriCorps tutors have gone through a crash course of training to prepare for the reading and writing support they’ll provide for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>AmeriCorps is an independent government agency whose volunteer members provide educational support and services to schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>On this morning, a small group of fourth graders reluctantly file into the room.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>They’ve been pulled out of their classroom to spend 30 minutes with the tutors, Maya Nurse and Elena Zeoli.\u003c/p>\n\u003cp>Maya has the students get straight to work reading a story out loud from a workbook In unison.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> We’re gonna start with our choral style of reading today.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> Ready? Go!\u003c/p>\n\u003cp>\u003cstrong>All reading:\u003c/strong> My mother says to me, I choose a pretty paper fan with a picture of leaves and fireflies. I will keep my fan forever. When I grow up I will look at it and remember this night.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The tutors stop the students every couple of sentences to ask about vocabulary in the text.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So what happened?\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> What unexpectedly happened? The wet… they were warned about the weather. They thought the waves were only gonna get to how tall? Do you remember from the first page? Student: mmmm….\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The students seem timid, and when they do speak up, it’s very quiet. And sometimes the students don’t answer the questions at all, but Maya and Elena, unfazed by the silence, move on.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is normal student behavior for the first week of tutoring at Bellevue Elementary, but what isn’t normal is that the first week of tutoring has been delayed this year by more than two months. Tutoring was supposed to start in early fall. Last April, all AmeriCorps funding was terminated by the Trump administration.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> This ended an almost three decade long collaboration between Bellevue Elementary and AmeriCorps.\u003c/p>\n\u003cp>These cuts happened immediately and without explanation.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> It was shocking how quickly it happened. Um, uh, literally felt like overnight.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> so it kind of felt like the rug was pulled out from us.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> That’s Nina Craig Bellevue, elementary’s principal of 10 years. Before that, she was a fifth grade teacher and she recalls working with AmeriCorps members then.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> As a classroom teacher I remember them coming into my room and working with some of my students and having that partnership as a teacher\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And because the AmeriCorps members were such an integral part of the school community, the cuts were difficult for Bellevue students too.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> The relationship with the kids that was established and for the kids to all of a sudden have these people gone that are such a vital part of our school.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> was really sad and really hard to explain, because they really do become a part of our school culture.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> Through lawsuits. AmeriCorps funding cuts were reversed in June of last year, but by that time, schools like Bellevue Elementary were already behind for the next school year’s cycle of tutoring. Some schools across the district opted not to continue with tutoring and mentoring support from AmeriCorps members for the next school year.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is because they had to make decisions about their funding and without the certainty of AmeriCorps services, they had to go without. And because programming was delayed, Bellevue students didn’t start tutoring until December instead of October.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> there hasn’t been any tutoring offered for our third through sixth grade students until now.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> So without AmeriCorps, those students aren’t receiving any type of tutoring or intervention. And unless the teacher’s able to carve out time within their day to provide that,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> AmeriCorps members provide one of Bellevue elementary’s only forms of tier two support. That’s targeted support in a small group setting. In this case, it helps students who are struggling with reading.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> In years past, we’ve had literacy paraprofessionals that could support our tier two. Um, however, with budget cuts, this is our first year without having them.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> And so, um, we have one instructional aide. For the entire school\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> But yeah, we’re very limited.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The two AmeriCorps tutors contribute greatly to Bellevue’s tier two manpower, but it’s still not enough. The school reduced the kindergarten day by one and a half hours so that kindergarten teachers could provide extra support for Bellevue’s first and second grade classrooms. On short notice, and with no wiggle room in their budget.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Bellevue Elementary had to make some hard choices. We’ll find out how they’re doing right after this break.\u003c/p>\n\u003cp>***Midroll Break***\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I visited Bellevue Elementary back in December, I spoke with Fonzi, a fourth grader, receiving small group literacy tutoring for 30 minutes per day, four days per week.\u003c/p>\n\u003cp>\u003cstrong> Fonzi: \u003c/strong>Dog Man and then I Survived.\u003c/p>\n\u003cp>Fonzi’s telling me about the books he likes to read at home.,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What was that one?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> I Survived.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What’s that one about?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> It’s um, there’s like different books.\u003c/p>\n\u003cp>\u003cstrong> Fonzi:\u003c/strong> There’s, um, a Titanic book that, um, sunk in the ocean.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> So you read about different survival stories? Whoa, that’s pretty cool.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> He feels like there’s less reading time when he’s in his classroom.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> The things that are different is, um, we don’t like read a lot of books,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But when he’s in his tutoring sessions, reading time, one of his favorite things to do, is extended\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> At AR time, we um, read, we read books for 15 minutes.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi is part of a small group of fourth grade students who have been identified as needing extra support with reading. During a normal year, there’s enough time for two groups of students to cycle through tutoring support from AmeriCorps members. But this year, since tutoring at Bellevue started late, AmeriCorps members only have time to help half of the students that they normally would.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> At sites like Bellevue, the AmeriCorps tutors have become a staple in the school community.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> There’s so many ways AmeriCorps impacts because of the tutoring, the recess playtime, the mentoring. It’s so much connection. You guys probably know more of the kids’ names than I do, um, at this point. And you just started\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And for Maya and Elena who are just starting their careers, the program offers them a glimpse into their professional future\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I know I want to do a job where I’m helping people and so I thought this was a great opportunity to, yeah, like, get some real life experience where I’m like serving others and I’m thinking of maybe doing something with social work.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The opportunity to work with students in a school setting also offered Maya something new.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I’ve never worked with kids, and so I was kind of like, I feel like I don’t know what I’m doing. Like, I don’t know if I..\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> …If I can do this, at first, you know, I was a little timid, but then you kind of just jump in and, um, you start connecting with the kids.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I spoke with the tutoring pair back in December, Elena was already feeling optimistic about her future.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So far this job I feel extremely passionate about, which is, it’s just really nice waking up in the morning and I, I wake up early, like I wake up before my alarm clock ’cause I’m just excited to come to the school.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> A couple months later, Maya and Elena felt comfortable in their roles,\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I just like know what I’m doing a little more. I kinda have a sense of like, we have a daily routine. I have really like good relationships with students now, so I’m like so excited to see them every day and they’re excited to see me and yeah, it’s great. It’s really good.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And the AmeriCorps tutors have also noticed improvements in their students as well.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> One of my students in sixth grade, in one of his tests, he was and like the 26th percentile for reading in like November. And now he is like in the 42nd percentile and I’m like, whoa, that’s so like rewarding and exciting that he’s like doing so much better and able to do that on his own now, like do it more on his own.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But the reality of having to work within the school’s limited resources has also sunk in for Maya.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> Sometimes also it’s like really hard to see like how some students struggle so much in school or like, you know, and I can only do so much and help them so much in that 30 minutes.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> yeah, just doing the best you can every day with what you have.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> Cat was going to wait the cat, and then this could change to hundreds of bugs in one.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> He called his keys and…\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>I walked into the tutoring classroom in February.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> It felt like a transformed space with students who were relaxed and eager to learn.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Elena had also noticed a difference in her students too.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> I feel like they’re a lot more confident in answering questions and what to write down. So I feel like that’s. That’s like the biggest difference I’ve seen is like their confidence in what they’re writing.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> So the door, what’s the door? Who does he know? What’s the door? It’s D, the OOR. Yeah. I thought it was E-D-O-O-O-R-H. What? All right.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi has also gained confidence in his reading abilities since December. He told me he’s reading three to four books a day and even tackling some chapter books.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> When I first came in and reading groups, um, we started reading books and stuff and I kind of got into it and I started reading books every day.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The benefits of extra reading support provided by the AmeriCorps tutors at school has extended into Fonzie’s home life as well. He and his siblings made up a reading game that they like to play at home.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> We guess, like, the book that they have. They don’t show the covers. And we, guess, and then if we get it right, the people that have the book that the people say, they’re eliminated.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Even though there won’t be enough time to bring in another group of fourth graders for tutoring this school year, Elena and Maya look forward to the rest of their time with the students that they are able to help.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Thank you to Bellevue Elementary’s faculty and staff who contributed their time to make this episode possible.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The MindShift team includes me, Marlena Jackson-Retondo, Nimah Gobir, and Ki Sung. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Jen Chien is head of podcasts and Ethan Toven-Lindsey is KQED’s, editor-in-chief. We receive additional support from Maha Sanad.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Mindshift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED, some members of the KQED podcast team are represented by the Screen Actors Guild, American Federation of Television and Radio artists. San Francisco, Northern California Local.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Thanks for listening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>For 30 years, Bellevue Elementary in Santa Rosa has relied on AmeriCorps services to support their students that need extra help. But when federal funding was cut, and later reinstated, that programming stalled, leaving some students behind.\u003c/p>\n\u003cp>In this episode, principal Nina Craig explains how the loss of tutors affected instruction and student relationships, while new AmeriCorps members, Maya Nurse and Elena Zeoli, describe stepping into classrooms with limited time and resources. We learn how even a few missed months of literacy support reduces how many students can be served.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1557384124\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Welcome to Mind Shift, where we explore the future of learning and how we raise our kids. I’m Marlena Jackson Rotondo. It’s almost Winter break at Bellevue Elementary in Santa Rosa, California, and tutoring sessions for the school year have just begun. The schools to AmeriCorps tutors have gone through a crash course of training to prepare for the reading and writing support they’ll provide for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>AmeriCorps is an independent government agency whose volunteer members provide educational support and services to schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>On this morning, a small group of fourth graders reluctantly file into the room.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>They’ve been pulled out of their classroom to spend 30 minutes with the tutors, Maya Nurse and Elena Zeoli.\u003c/p>\n\u003cp>Maya has the students get straight to work reading a story out loud from a workbook In unison.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> We’re gonna start with our choral style of reading today.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> Ready? Go!\u003c/p>\n\u003cp>\u003cstrong>All reading:\u003c/strong> My mother says to me, I choose a pretty paper fan with a picture of leaves and fireflies. I will keep my fan forever. When I grow up I will look at it and remember this night.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The tutors stop the students every couple of sentences to ask about vocabulary in the text.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So what happened?\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> What unexpectedly happened? The wet… they were warned about the weather. They thought the waves were only gonna get to how tall? Do you remember from the first page? Student: mmmm….\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The students seem timid, and when they do speak up, it’s very quiet. And sometimes the students don’t answer the questions at all, but Maya and Elena, unfazed by the silence, move on.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is normal student behavior for the first week of tutoring at Bellevue Elementary, but what isn’t normal is that the first week of tutoring has been delayed this year by more than two months. Tutoring was supposed to start in early fall. Last April, all AmeriCorps funding was terminated by the Trump administration.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> This ended an almost three decade long collaboration between Bellevue Elementary and AmeriCorps.\u003c/p>\n\u003cp>These cuts happened immediately and without explanation.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> It was shocking how quickly it happened. Um, uh, literally felt like overnight.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> so it kind of felt like the rug was pulled out from us.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> That’s Nina Craig Bellevue, elementary’s principal of 10 years. Before that, she was a fifth grade teacher and she recalls working with AmeriCorps members then.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> As a classroom teacher I remember them coming into my room and working with some of my students and having that partnership as a teacher\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And because the AmeriCorps members were such an integral part of the school community, the cuts were difficult for Bellevue students too.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> The relationship with the kids that was established and for the kids to all of a sudden have these people gone that are such a vital part of our school.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> was really sad and really hard to explain, because they really do become a part of our school culture.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> Through lawsuits. AmeriCorps funding cuts were reversed in June of last year, but by that time, schools like Bellevue Elementary were already behind for the next school year’s cycle of tutoring. Some schools across the district opted not to continue with tutoring and mentoring support from AmeriCorps members for the next school year.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is because they had to make decisions about their funding and without the certainty of AmeriCorps services, they had to go without. And because programming was delayed, Bellevue students didn’t start tutoring until December instead of October.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> there hasn’t been any tutoring offered for our third through sixth grade students until now.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> So without AmeriCorps, those students aren’t receiving any type of tutoring or intervention. And unless the teacher’s able to carve out time within their day to provide that,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> AmeriCorps members provide one of Bellevue elementary’s only forms of tier two support. That’s targeted support in a small group setting. In this case, it helps students who are struggling with reading.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> In years past, we’ve had literacy paraprofessionals that could support our tier two. Um, however, with budget cuts, this is our first year without having them.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> And so, um, we have one instructional aide. For the entire school\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> But yeah, we’re very limited.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The two AmeriCorps tutors contribute greatly to Bellevue’s tier two manpower, but it’s still not enough. The school reduced the kindergarten day by one and a half hours so that kindergarten teachers could provide extra support for Bellevue’s first and second grade classrooms. On short notice, and with no wiggle room in their budget.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Bellevue Elementary had to make some hard choices. We’ll find out how they’re doing right after this break.\u003c/p>\n\u003cp>***Midroll Break***\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I visited Bellevue Elementary back in December, I spoke with Fonzi, a fourth grader, receiving small group literacy tutoring for 30 minutes per day, four days per week.\u003c/p>\n\u003cp>\u003cstrong> Fonzi: \u003c/strong>Dog Man and then I Survived.\u003c/p>\n\u003cp>Fonzi’s telling me about the books he likes to read at home.,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What was that one?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> I Survived.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What’s that one about?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> It’s um, there’s like different books.\u003c/p>\n\u003cp>\u003cstrong> Fonzi:\u003c/strong> There’s, um, a Titanic book that, um, sunk in the ocean.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> So you read about different survival stories? Whoa, that’s pretty cool.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> He feels like there’s less reading time when he’s in his classroom.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> The things that are different is, um, we don’t like read a lot of books,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But when he’s in his tutoring sessions, reading time, one of his favorite things to do, is extended\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> At AR time, we um, read, we read books for 15 minutes.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi is part of a small group of fourth grade students who have been identified as needing extra support with reading. During a normal year, there’s enough time for two groups of students to cycle through tutoring support from AmeriCorps members. But this year, since tutoring at Bellevue started late, AmeriCorps members only have time to help half of the students that they normally would.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> At sites like Bellevue, the AmeriCorps tutors have become a staple in the school community.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> There’s so many ways AmeriCorps impacts because of the tutoring, the recess playtime, the mentoring. It’s so much connection. You guys probably know more of the kids’ names than I do, um, at this point. And you just started\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And for Maya and Elena who are just starting their careers, the program offers them a glimpse into their professional future\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I know I want to do a job where I’m helping people and so I thought this was a great opportunity to, yeah, like, get some real life experience where I’m like serving others and I’m thinking of maybe doing something with social work.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The opportunity to work with students in a school setting also offered Maya something new.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I’ve never worked with kids, and so I was kind of like, I feel like I don’t know what I’m doing. Like, I don’t know if I..\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> …If I can do this, at first, you know, I was a little timid, but then you kind of just jump in and, um, you start connecting with the kids.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I spoke with the tutoring pair back in December, Elena was already feeling optimistic about her future.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So far this job I feel extremely passionate about, which is, it’s just really nice waking up in the morning and I, I wake up early, like I wake up before my alarm clock ’cause I’m just excited to come to the school.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> A couple months later, Maya and Elena felt comfortable in their roles,\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I just like know what I’m doing a little more. I kinda have a sense of like, we have a daily routine. I have really like good relationships with students now, so I’m like so excited to see them every day and they’re excited to see me and yeah, it’s great. It’s really good.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And the AmeriCorps tutors have also noticed improvements in their students as well.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> One of my students in sixth grade, in one of his tests, he was and like the 26th percentile for reading in like November. And now he is like in the 42nd percentile and I’m like, whoa, that’s so like rewarding and exciting that he’s like doing so much better and able to do that on his own now, like do it more on his own.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But the reality of having to work within the school’s limited resources has also sunk in for Maya.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> Sometimes also it’s like really hard to see like how some students struggle so much in school or like, you know, and I can only do so much and help them so much in that 30 minutes.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> yeah, just doing the best you can every day with what you have.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> Cat was going to wait the cat, and then this could change to hundreds of bugs in one.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> He called his keys and…\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>I walked into the tutoring classroom in February.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> It felt like a transformed space with students who were relaxed and eager to learn.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Elena had also noticed a difference in her students too.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> I feel like they’re a lot more confident in answering questions and what to write down. So I feel like that’s. That’s like the biggest difference I’ve seen is like their confidence in what they’re writing.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> So the door, what’s the door? Who does he know? What’s the door? It’s D, the OOR. Yeah. I thought it was E-D-O-O-O-R-H. What? All right.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi has also gained confidence in his reading abilities since December. He told me he’s reading three to four books a day and even tackling some chapter books.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> When I first came in and reading groups, um, we started reading books and stuff and I kind of got into it and I started reading books every day.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The benefits of extra reading support provided by the AmeriCorps tutors at school has extended into Fonzie’s home life as well. He and his siblings made up a reading game that they like to play at home.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> We guess, like, the book that they have. They don’t show the covers. And we, guess, and then if we get it right, the people that have the book that the people say, they’re eliminated.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Even though there won’t be enough time to bring in another group of fourth graders for tutoring this school year, Elena and Maya look forward to the rest of their time with the students that they are able to help.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Thank you to Bellevue Elementary’s faculty and staff who contributed their time to make this episode possible.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The MindShift team includes me, Marlena Jackson-Retondo, Nimah Gobir, and Ki Sung. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Jen Chien is head of podcasts and Ethan Toven-Lindsey is KQED’s, editor-in-chief. We receive additional support from Maha Sanad.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Mindshift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED, some members of the KQED podcast team are represented by the Screen Actors Guild, American Federation of Television and Radio artists. San Francisco, Northern California Local.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Thanks for listening.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Randy Porter has been teaching music in the Oakland Unified School District for 40 years, but he never set out to become a music teacher.\u003c/p>\n\u003cp>When he was younger, he had his sights set on a professional music career as a guitarist. Then in the 1980s, he landed a long-term substitute teaching role in two very different schools within the same district: Hillcrest, which is in an affluent neighborhood in the Oakland Hills, and Whittier in East Oakland, which was an epicenter of the crack cocaine epidemic.\u003c/p>\n\u003cp>The stark disparity between the two schools challenged Porter’s perception of his own impact on the students who weren’t receiving the education they deserved. So, he decided to continue on with his teaching career and eventually landed permanent teaching positions throughout the district.\u003c/p>\n\u003cfigure id=\"attachment_66246\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66246\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg\" alt=\"Photo of students\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A Randy Porter and a group of students at Cazadero Music Camp from in 2019 hangs on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These days at Roosevelt Middle School, his classroom stands out. When most middle schoolers are learning the classics, Porter’s students dive deep into the world of jazz, even going so far as to play avant-garde compositions.\u003c/p>\n\u003cp>“We’re the only middle school band in the Local Supercluster, as far as I know, certainly in the Milky Way galaxy, that specializes in the music of Sun Ra,” said Porter. Sun Ra was an American jazz composer and band leader, known for his experimental music style and cosmic philosophy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Porter truly believes in the musical ability of kids of all ages. When he was Berkeley Symphony’s director of music education, he would have the orchestra perform pieces composed by 5-year-olds. And in years past, he’s created opportunities for his elementary and middle school students to record their own albums – something that he’s doing for his current middle school students.\u003c/p>\n\u003cfigure id=\"attachment_66244\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66244\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg\" alt=\"Photo of newspaper clipping on a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">News clippings of Randy Porter from 1994 hang on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Porter’s the type of teacher who provides a safe space for his students to practice, hang out and have a snack after school. But this is Mr. Porter’s last year teaching because he is retiring.\u003c/p>\n\u003cp>At this juncture, the future of music classes in Oakland public schools is uncertain because of \u003ca href=\"https://www.kqed.org/news/12064579/oaklands-school-district-must-cut-100-million-its-proposed-plan-doesnt-get-close\">looming budget cuts\u003c/a> across the district. Porter does not want arts education to fall to the wayside so he started a \u003ca href=\"https://ebayc.liveimpact.org/fundraiser/li/7632/D/200582\">fundraiser for Roosevelt’s music program\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_66247\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg\" alt=\"Man holds repaired cello\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter sets up a cello that he repaired with Gorilla Glue in his classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[The arts] is an absolutely essential part of a kid’s development. Music, art, PE, manipulating things with your hands – this is how kids learn,” he said. “It’s how a lot of people learn. And when you take them away, a certain portion of the population gets a little bit left behind,” Porter said.\u003c/p>\n\u003cp>There are many benefits for students who study and play music. Research conducted by the University of Southern California’s Brain and Creativity Institute found that \u003ca href=\"https://today.usc.edu/childrens-brains-develop-faster-with-music-training/\">learning music enhances auditory pathways in the brain\u003c/a>, which could help with other learning systems affected by these neural pathways like reading and language. In 2022, policy caught up with science when California voters passed \u003ca href=\"https://www.kqed.org/news/11934191/what-prop-28-funding-will-mean-for-arts-education-in-california\">Proposition 28\u003c/a>, requiring the state to provide additional funding for music and arts programs for public schools.\u003c/p>\n\u003cp>For students like seventh grader Diego, Porter’s band class wasn’t a natural choice when he entered middle school. “It was so weird,” Diego said of jazz music. “I was like, ‘will people actually wanna listen to this?’ I didn’t even want to play it at first.” But, he marched forward.\u003c/p>\n\u003cp>“I hesitated and then I just stuck with it,” he said. “I like that there’s so many possibilities and different combinations so that you can make any different one.”\u003c/p>\n\u003cp>Another of Porter’s seventh grade students, Imani, who plays guitar, became interested in playing Sun Ra’s music in band class. “All the parts are so different and they all come together into chaotic bliss,” she said.\u003c/p>\n\u003cfigure id=\"attachment_66245\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66245\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg\" alt=\"Student holding guitar\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Imani plays the guitar in Randy Porter’s music class at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some of Porter’s former students have gone on to new heights, like 10th grade student Ryan, who comes back to Porter’s classroom at Roosevelt every Thursday to mentor middle schoolers. When Ryan arrived in Porter’s classroom about five years ago, he had experience playing violin and had picked up the cello. But Porter’s jazz-filled band class presented something new.\u003c/p>\n\u003cp>“It just felt exciting to be in the music class…that’s when I started to think, ‘wait, I need to switch to an instrument that’s more suitable for jazz,’” said Ryan.\u003c/p>\n\u003cp>So, at the suggestion of Porter, Ryan picked up his third instrument – the trombone. “It really opened up a new world for me,” said Ryan.\u003c/p>\n\u003cp>Now, he plays a total of fifteen instruments, is a member of the SFJAZZ High School All-Stars Band, and has played in a youth orchestra for three years, all at the encouragement of Porter.\u003c/p>\n\u003cp>Middle school students are in an age group that is notorious in schools and among teachers for their unpredictability, high energy, and increased social awareness. But if you can tap into their interests, the potential for growth is what Porter finds most exciting about this age group, he said.\u003c/p>\n\u003cfigure id=\"attachment_66248\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66248\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg\" alt=\"Man holding bass instrument\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter tests an upright bass before the start of classes at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He plans on being an active member of the local music education community in his retirement, but the students are what he’ll miss most. “I wanna be helpful. I wanna mentor teachers. I want to do what I can just to see things continue to be successful,” he said.\u003c/p>\n\u003cp>But he’ll also take time to tap back into the professional music world. This summer you can find Porter playing at one of his annual \u003ca href=\"https://oakland.chapelofthechimes.com/about-us/news-and-events/event-detail/58006-oakland-annual-solstice-concert\">gigs\u003c/a>, Chapel of the Chimes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC6654357560\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"excerpt": "Randy Porter knows the benefit of music education in developing minds. His day job as a teacher is coming to an end, but he's doing all he can to ensure music continues despite looming budget cuts. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Randy Porter has been teaching music in the Oakland Unified School District for 40 years, but he never set out to become a music teacher.\u003c/p>\n\u003cp>When he was younger, he had his sights set on a professional music career as a guitarist. Then in the 1980s, he landed a long-term substitute teaching role in two very different schools within the same district: Hillcrest, which is in an affluent neighborhood in the Oakland Hills, and Whittier in East Oakland, which was an epicenter of the crack cocaine epidemic.\u003c/p>\n\u003cp>The stark disparity between the two schools challenged Porter’s perception of his own impact on the students who weren’t receiving the education they deserved. So, he decided to continue on with his teaching career and eventually landed permanent teaching positions throughout the district.\u003c/p>\n\u003cfigure id=\"attachment_66246\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66246\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg\" alt=\"Photo of students\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A Randy Porter and a group of students at Cazadero Music Camp from in 2019 hangs on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These days at Roosevelt Middle School, his classroom stands out. When most middle schoolers are learning the classics, Porter’s students dive deep into the world of jazz, even going so far as to play avant-garde compositions.\u003c/p>\n\u003cp>“We’re the only middle school band in the Local Supercluster, as far as I know, certainly in the Milky Way galaxy, that specializes in the music of Sun Ra,” said Porter. Sun Ra was an American jazz composer and band leader, known for his experimental music style and cosmic philosophy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Porter truly believes in the musical ability of kids of all ages. When he was Berkeley Symphony’s director of music education, he would have the orchestra perform pieces composed by 5-year-olds. And in years past, he’s created opportunities for his elementary and middle school students to record their own albums – something that he’s doing for his current middle school students.\u003c/p>\n\u003cfigure id=\"attachment_66244\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66244\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg\" alt=\"Photo of newspaper clipping on a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">News clippings of Randy Porter from 1994 hang on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Porter’s the type of teacher who provides a safe space for his students to practice, hang out and have a snack after school. But this is Mr. Porter’s last year teaching because he is retiring.\u003c/p>\n\u003cp>At this juncture, the future of music classes in Oakland public schools is uncertain because of \u003ca href=\"https://www.kqed.org/news/12064579/oaklands-school-district-must-cut-100-million-its-proposed-plan-doesnt-get-close\">looming budget cuts\u003c/a> across the district. Porter does not want arts education to fall to the wayside so he started a \u003ca href=\"https://ebayc.liveimpact.org/fundraiser/li/7632/D/200582\">fundraiser for Roosevelt’s music program\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_66247\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg\" alt=\"Man holds repaired cello\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter sets up a cello that he repaired with Gorilla Glue in his classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[The arts] is an absolutely essential part of a kid’s development. Music, art, PE, manipulating things with your hands – this is how kids learn,” he said. “It’s how a lot of people learn. And when you take them away, a certain portion of the population gets a little bit left behind,” Porter said.\u003c/p>\n\u003cp>There are many benefits for students who study and play music. Research conducted by the University of Southern California’s Brain and Creativity Institute found that \u003ca href=\"https://today.usc.edu/childrens-brains-develop-faster-with-music-training/\">learning music enhances auditory pathways in the brain\u003c/a>, which could help with other learning systems affected by these neural pathways like reading and language. In 2022, policy caught up with science when California voters passed \u003ca href=\"https://www.kqed.org/news/11934191/what-prop-28-funding-will-mean-for-arts-education-in-california\">Proposition 28\u003c/a>, requiring the state to provide additional funding for music and arts programs for public schools.\u003c/p>\n\u003cp>For students like seventh grader Diego, Porter’s band class wasn’t a natural choice when he entered middle school. “It was so weird,” Diego said of jazz music. “I was like, ‘will people actually wanna listen to this?’ I didn’t even want to play it at first.” But, he marched forward.\u003c/p>\n\u003cp>“I hesitated and then I just stuck with it,” he said. “I like that there’s so many possibilities and different combinations so that you can make any different one.”\u003c/p>\n\u003cp>Another of Porter’s seventh grade students, Imani, who plays guitar, became interested in playing Sun Ra’s music in band class. “All the parts are so different and they all come together into chaotic bliss,” she said.\u003c/p>\n\u003cfigure id=\"attachment_66245\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66245\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg\" alt=\"Student holding guitar\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Imani plays the guitar in Randy Porter’s music class at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some of Porter’s former students have gone on to new heights, like 10th grade student Ryan, who comes back to Porter’s classroom at Roosevelt every Thursday to mentor middle schoolers. When Ryan arrived in Porter’s classroom about five years ago, he had experience playing violin and had picked up the cello. But Porter’s jazz-filled band class presented something new.\u003c/p>\n\u003cp>“It just felt exciting to be in the music class…that’s when I started to think, ‘wait, I need to switch to an instrument that’s more suitable for jazz,’” said Ryan.\u003c/p>\n\u003cp>So, at the suggestion of Porter, Ryan picked up his third instrument – the trombone. “It really opened up a new world for me,” said Ryan.\u003c/p>\n\u003cp>Now, he plays a total of fifteen instruments, is a member of the SFJAZZ High School All-Stars Band, and has played in a youth orchestra for three years, all at the encouragement of Porter.\u003c/p>\n\u003cp>Middle school students are in an age group that is notorious in schools and among teachers for their unpredictability, high energy, and increased social awareness. But if you can tap into their interests, the potential for growth is what Porter finds most exciting about this age group, he said.\u003c/p>\n\u003cfigure id=\"attachment_66248\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66248\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg\" alt=\"Man holding bass instrument\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter tests an upright bass before the start of classes at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He plans on being an active member of the local music education community in his retirement, but the students are what he’ll miss most. “I wanna be helpful. I wanna mentor teachers. I want to do what I can just to see things continue to be successful,” he said.\u003c/p>\n\u003cp>But he’ll also take time to tap back into the professional music world. This summer you can find Porter playing at one of his annual \u003ca href=\"https://oakland.chapelofthechimes.com/about-us/news-and-events/event-detail/58006-oakland-annual-solstice-concert\">gigs\u003c/a>, Chapel of the Chimes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Oliver, an only child, was born in 2018, and he and his parents don’t live near family. When the pandemic hit, “it was kinda like a perfect storm” during such an important time in early childhood development, said Dan, Oliver’s dad.\u003c/p>\n\n\n\n\u003cp>Oliver’s teachers noticed early on in preschool that he was having a hard time engaging with his peers and would keep to himself during group activities, Dan said. His parents initially brushed it off as shyness. “It really surprised us because we don’t see that at home at all,” he said.\u003c/p>\n\n\n\n\u003cp>But as his teachers brought up their concerns, Dan and his wife, who weren’t familiar with the special education system, began to learn all about it.\u003c/p>\n\n\n\n\u003cp>They were prepared to send Oliver to the local public school for kindergarten. But when they found out about Copper Island Academy, they saw an opportunity for Oliver to experience a different type of school, one that reminded Dan of his own school experience, when class sizes were smaller and students connected with their peers and teachers beyond traditional academics.\u003c/p>\n\n\n\n\u003cp>Copper Island Academy is where “sisu” — a Finnish word describing an internal level of grit and perseverance — is paramount. It’s a K-8 charter school serving students and their families from the surrounding area of Calumet, Michigan, in the Upper Peninsula. Tucked behind an EMS vehicle service center on the only road to and from the town’s one-room airport, you might never know that the school is there.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-wp-embed is-provider-megaphone wp-block-embed-megaphone\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://playlist.megaphone.fm/?e=KQINC6353911588\n\u003c/div>\u003c/figure>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1562\" height=\"1463\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg\" alt=\"A poster is displayed on a wall\" class=\"wp-image-66188\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg 1562w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-160x150.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-768x719.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-1536x1439.jpg 1536w\" sizes=\"auto, (max-width: 1562px) 100vw, 1562px\">\u003cfigcaption class=\"wp-element-caption\">A poster creating an acronym of the word “sisu” is on display at Copper Island Academy. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Launched in the fall of 2021, the school was developed by educator duo and married couple Matt and Nora Laho. But this isn’t just their brainchild. It was actualized in collaboration with community members and families searching for an answer to their concerns about public education — like increased screentime, a lack of joy in learning, less challenging lessons and dwindling extracurricular offerings — during the thick of the COVID-19 pandemic, Matt Laho said.\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The parent community also wanted more skilled trades and culinary arts in the day-to-day curriculum, Laho said. For example, parents noted the slow decline in shop classes offered in public schools, so Copper Island made a concerted effort to bring them back.\u003c/p>\n\n\n\n\u003cp>The group considered many education models, Laho said, including Montessori and hybrid models, but ultimately they landed on the \u003ca href=\"https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning\">Finnish education model\u003c/a>.\u003c/p>\n\n\n\n\u003cp>The Finnish education model is marked by teacher autonomy and collaboration, \u003ca href=\"https://www.kqed.org/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day\">frequent breaks\u003c/a>, inclusive practices and differentiation, according to \u003ca href=\"https://taughtbyfinland.com/\">Tim Walker\u003c/a>, Copper Island Academy’s Finnish education model consultant, who has written several books about \u003ca href=\"https://wwnorton.com/books/Teach-Like-Finland/\">teaching in Finland\u003c/a>.\u003c/p>\n\n\n\n\u003cp>Teachers in Finland are highly respected professionals, and it’s difficult to obtain teaching credentials. Teachers are allotted ample time for planning and prep, and they’re expected to leave school at the end of the day alongside their students. In the U.S., teacher shortages are common, morale and teacher pay are low and planning and prep periods are painfully short.\u003c/p>\n\n\nCalumet and the surrounding area are home to the highest percentage of people of Finnish heritage outside of Finland itself. But that didn’t mean schools in the area operated like their cross-Atlantic counterparts. For the Lahos, the Finnish model represented what parents and families in the area wanted most out of their children’s education: hands-on classrooms, real-world life skills and a focus on joy.\n\u003ch2>\u003cstrong>What’s so great about Finland? \u003c/strong>\u003c/h2>\n\n\n\u003cp>In the early 2000s, Finland emerged as an unexpected global leader in education after the first Programme for International Student Assessment (PISA) scores, published in 2001, ranked Finland number one among the 31 other participating countries. The U.S. showed middle-of-the-road academic scores and was ranked in the 15th spot that same year.\u003c/p>\n\n\n\n\u003cp>In 2001, the Bush administration also reauthorized the Elementary and Secondary Education Act (ESEA) and rolled out the No Child Left Behind Act in public schools across the country in 2002, so education reform was already top of mind in the U.S.\u003c/p>\n\n\n\n\u003cp>In the decade following the 2001 PISA scores, Finland continued to rank in the top three participating countries. Within that time, the U.S. was one of many countries that looked to Finland’s balanced approach to learning for guidance on pedagogical practices, which included differentiated learning and early intervention practices.\u003c/p>\n\n\n\n\u003cp>But by the 2010s, Finland’s PISA scores began to fall, and the hype died down. And organizations like the Organization for Economic Co-operation and Development (OECD), which administers the PISA exams, began to encourage schools to focus more on student well-being beyond academic success, said Walker, an American teacher who taught in Finland for more than 10 years.\u003c/p>\n\n\n\n\u003cp>However, the draw to a Finnish model still remains today in education circles, and for Copper Island Academy, it landed close to home.\u003c/p>\n\n\nAnd for parents like Dan, Copper Island had the added benefit of an inclusive special education program. He said enrolling Oliver at Copper Island Academy “was the best decision we possibly could have made.”\n\u003ch2>\u003cstrong>Special education, the Finnish way\u003c/strong>\u003c/h2>\n\n\n\u003cp>Oliver has an Individualized Education Program (IEP), a highly detailed, legally binding document, requiring an official diagnosis. The family asked we not use their last name because of privacy concerns for their child. IEPs adjust the curriculum for an individual student in order to meet their goals. Part of Oliver’s education plan includes push-ins during general education classroom time with Jennifer Gervais, one of Copper Island Academy’s special education teachers.\u003c/p>\n\n\n\n\u003cp>Push-ins are a form of support that keeps students in the classroom alongside their peers rather than in a siloed special education classroom.\u003c/p>\n\n\n\n\u003cp>During a push-in on one of his more difficult mornings, Gervais sits next to Oliver and quietly prompts him to participate. The other students are used to her presence in their classroom and aren’t phased. Oliver’s responses are very quiet, but he does take part in a phonics lesson led by his teacher, Ms. Erva. And if you listen very carefully, you can hear his peers encouraging him with a “good job, Oliver,” after his turn to play the phonics game is over.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"2560\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_JenGervais_headshot-e1773379859400.png\" alt=\"Woman in front of window\" class=\"wp-image-66186\">\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy teacher Jennifer Gervais. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Although Oliver’s experience at Copper Island Academy has been positive, many students struggle to get the services they need.\u003c/p>\n\n\n\n\u003cp>There are \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities#:~:text=In%202022%E2%80%9323%2C%20the%20number,of%20all%20public%20school%20students.\">7.5 million students\u003c/a> receiving special education services in the U.S. — the majority of whom are diagnosed with \u003ca href=\"https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder\">specific learning disorders\u003c/a> like dyslexia, dysgraphia or dyscalculia. Even for those students who are identified as needing to receive special education services early on, the path to receiving these supports is hard to navigate.\u003c/p>\n\n\n\n\u003cp>Most often in the U.S., students must exhaust Tier 1 and Tier 2 support services, which consist of specialized, small group instruction from a general education teacher, specialists or paraeducators, before receiving an IEP — a Tier 3 special education service.\u003c/p>\n\n\n\n\u003cp>However, the special education system in Finland is marked by teacher and family collaboration, personalized learning and trust in teacher expertise; special education intervention in Finland is seen as a preventative and inclusive practice.\u003c/p>\n\n\n\n\u003cp>“Everybody’s getting support,” said Helmi Betancourt, an elementary special education teacher in Helsinki, Finland. Like many special education teachers in Finland, Betancourt is assigned to many different classrooms. Throughout the week, she spends a couple of hours in each of her assigned classrooms teaching alongside the general education teacher. If there is an individual student or smaller group of students who need extra help outside of their general education classroom, Betancourt has the flexibility to pull them into a separate learning environment.\u003c/p>\n\n\n\n\u003cp>The decision to support a student with special education resources is seen as a pedagogical one, and is accessible for any student in the classroom who is struggling with academic or behavioral issues, according to Betancourt and her colleague in special education, Anna-Mari Vuohelainen. Teachers are free to make these decisions without the explicit consent of parents and without waiting for a diagnosis for additional support.\u003c/p>\n\n\n\n\u003cp>“It’s based on the benefit of the child,” not on a diagnosis, Betancourt said. They use a classroom-based support system to be more inclusive of special education students in their general education classrooms, and to make sure that other students who are not yet receiving support, but might need it, get it as early as possible. This also makes for less paperwork.\u003c/p>\n\n\n\n\u003cp>“The idea is that nobody has to wait for the support that they need,” said Betancourt, because sometimes, getting a diagnosis takes a long time and it’s unfair to a student if they can’t get support for years. And the students identified as having the most intensive needs receive them in a setting that makes the most sense for their needs.\u003c/p>\n\n\nBut there isn’t necessarily a one-to-one application of the Finnish education model to the U.S. special education system.\n\u003ch2>\u003cstrong>Early intervention and measuring student growth\u003c/strong>\u003c/h2>\n\n\n\u003cp>Early intervention is one of the hallmarks of the Finnish education model, and is one that Copper Island has emulated. According to Laho, early intervention allows Copper Island to tackle problems as they emerge and before a formal special education referral needs to be placed.\u003c/p>\n\n\n\n\u003cp>In order to identify student needs, teachers across departments regularly meet to hold student success meetings. These meetings occur outside of traditional IEP or special education meeting requirements, and all students are considered. This is where they identify students who are struggling, collaborate on how to help the student and regularly check in. Student success meetings often happen before parent involvement, and if the plan to remediate doesn’t work, then they might have to call a parent in to work out a more robust support plan.\u003c/p>\n\n\n\n\u003cp>Special education teachers attend student success meetings, but not necessarily to provide special education services. They’re there because of their expertise in Tier 2 and Tier 3 intervention. It’s a seemingly small distinction to make, but a rather important one that advances a culture of trust and respect in educators who are highly regarded for their pedagogical expertise.\u003c/p>\n\n\n\n\u003cp>The success of these meetings is measured in individual student growth, not achievement. The teachers and admin focus on answering questions like: Where did this student start the year? Where are they mid-year, and where did they end the year? And according to Laho, student growth is the most useful measurement that Copper Island tracks, and they do so without compromising measurable achievement.\u003c/p>\n\n\nStudents at Copper Island Academy score very high on traditional indicators of student achievement. Most notably, they received a score of 99.03 in the 2024-25 Michigan School Index — a state-run public school accountability system that evaluates overall school achievement on a scale of 0-100 — placing the school in the top 3.5% of all Michigan public schools.\n\u003ch2>\u003cstrong>Inclusion first for special education students \u003c/strong>\u003c/h2>\n\n\n\u003cp>The school’s unwavering stance on inclusion of all students in general education classrooms was a big deal for Gervais.\u003c/p>\n\n\n\n\u003cp>In other schools throughout her experience in special education, which spans more than a decade, Gervais has had to fight to get special education students included in the general education classroom, she said. Self-contained special education support is not an uncommon practice in public schools across the U.S., in which students receiving differing levels of special education support are kept from their general education peers for much of the day.\u003c/p>\n\n\n\n\u003cp>Although some level of inclusion in general education classrooms is a North Star for special education in the U.S. public school system, it isn’t always possible or recommended for every student. The Individuals with Disabilities Education Act does not have a number or percentage of general education classroom time that each student with an IEP is required to meet. Rather, inclusion is measured by Least Restrictive Environment practices. But across special education, the measurable benchmark for “good” general education classroom integration time per student hovers around \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=59\">80%\u003c/a>, although classroom time alone doesn’t automatically lead to improved outcomes, said Chris Lemons, a professor who specializes in learning disabilities at Stanford University’s Graduate School of Education.\u003c/p>\n\n\n\n\u003cp>Special education teaching presents its own unique challenges, but according to Jeremy Jarvi, who has taught in self-contained, mild-to-moderate and moderate-to-severe special education classrooms in the Bay Area, the prominent issues that come to mind are systemic and bureaucratic in nature.\u003c/p>\n\n\n\n\u003cp>“We can’t force it,” said Jarvi, of inclusion in all cases.\u003c/p>\n\n\n\n\u003cp>For parents like \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a> and his wife, navigating the special education system for their daughter, \u003ca href=\"https://www.latimes.com/opinion/op-ed/la-oe-willingham-how-to-interact-with-a-disabled-child-20180322-story.html\">Esprit\u003c/a>, over a decade ago was challenging and frustrating. Willingham is an education expert, and his wife is a teacher, but even then, it took a lot of time and expertise.\u003c/p>\n\n\n\n\u003cp>“To be clear, my child was profoundly disabled and so education for her looked quite different,” Willingham said. “It’s not like she was having trouble reading … she couldn’t speak.” So education for Esprit looked like setting up systems for her to be able to communicate “yes” and “no,” and inclusion in a general education classroom wasn’t possible or the best option for her.\u003c/p>\n\n\n\n\u003cp>Although Esprit’s medical conditions required in-home care and schooling, Willingham and his family experienced many of the common failures and triumphs of the U.S. special education system. They dealt with the frustration that comes with “tangling with bureaucracy,” but also benefited from interactions with educators and therapists who were “working very, very hard under very difficult circumstances trying to help children,” Willingham said.\u003c/p>\n\n\n“We frequently marveled that anyone was able to navigate through this system,” especially families without a stay-at-home parent, Willingham said.\n\u003ch2>\u003cstrong>Paraeducators and classroom staffing\u003c/strong>\u003c/h2>\n\n\n\u003cp>Classroom staffing can be an issue, according to Jarvi, and at previous schools he found himself spending a lot of time each week training paraeducators.\u003c/p>\n\n\n\n\u003cp>“On top of working with the kids, I’m training adults … you hope that they get it the first time,” but they don’t always, and this takes time away from individualized instruction, Jarvi said of his past experiences. He now works with experienced paraeducators who have made a big difference.\u003c/p>\n\n\n\n\u003cp>Paraeducators are recognized by many states as essential to the K-12 classroom. And for some, like Lemons, the Stanford professor, the idea of paraeducators in the classroom is promising. This is not only because there are more paraeducators than special education teachers in the public school system, but also because they are with students throughout the entire school day, including in special education and general education classrooms, Lemons said.\u003c/p>\n\n\n\n\u003cp>In the U.S. paraeducators only need a high school diploma, and “in many districts, [paraeducators] receive the least amount of training, the least amount of support; they’re paid the least, but in many ways, they’re kind of the cog in the system that makes everything work, especially for kids with more extensive support needs,” Lemons said.\u003c/p>\n\n\nSo far, Copper Island has had a positive experience with their paraeducators because of their willingness to go through the extra training and credentialing that the school requires outside of Michigan’s academic standards, according to Laho. The school’s paraeducators are trained on Orton-Gillingham or Morphology, which are touted for their detailed and unique approach to literacy education, especially for students who struggle. Laho said having paraeducators trained in these two methods allows for flexibility “to use multiple different people to attack a problem.”\n\u003ch2>\u003cstrong>Trust in special education teachers\u003c/strong>\u003c/h2>\n\n\n\u003cp>In Finland, conversations between special education teachers and general education teachers happen on a regular basis, and pedagogical approaches to addressing all student learning are shared.\u003c/p>\n\n\n\n\u003cp>For Walker, the special education teacher who assisted in his Finnish classroom was seen as an “instructional coach who’s not at a higher level than the general ed teacher, but is still this trusted colleague … who has specialized knowledge in assisting kids who need more support in the classroom.”\u003c/p>\n\n\n\n\u003cp>A second set of discerning eyes can go a long way. Knowing that he wasn’t alone in providing attentive and individualized instruction for students with IEPs or those who needed a little bit of extra help with a specific subject matter was a relief to Walker. This practice of part-time, in-classroom special education instruction also allowed for Walker to exercise intellectual humility. He acknowledged that the special education teacher’s presence in his classroom two times per week exposed growth areas to better meet student needs, a ritual that he welcomed.\u003c/p>\n\n\n\n\u003cp>“For a lot of teachers out there, especially in the United States — when they don’t have this type of [inclusive] model — it’s very easy for you to feel alone in your classroom,” Walker said.\u003c/p>\n\n\n\n\u003cp>These types of experiences have roots in teacher training programs.\u003c/p>\n\n\n\n\u003cp>In the U.S., “typically, teachers who are trained to be general education teachers receive way too little training related to supporting kids with disabilities,” said Lemons, pointing out that some graduate schools of education, like Stanford’s, offer only one course focused on students with disabilities to elementary teacher candidates. On top of that, he said there’s almost zero training on how general education teachers can build effective working relationships with special education teachers.\u003c/p>\n\n\n\n\u003cp>Even at Copper Island, where teachers are trained in differentiation, general education teachers have had some trepidation about approaching differentiated learning practices. But experts like Gervais are available and willing to work with general education teachers to adjust their lessons so that everyone can learn with their peers.\u003c/p>\n\n\n\n\u003cp>“I told every one of them, ‘I will gladly show you because in special ed you learn to differentiate anything that’s thrown at you,’” Gervais said.\u003c/p>\n\n\n\n\u003cp>And offering to help general education teachers with differentiating their work also benefits other students outside of special education.\u003c/p>\n\n\n“We don’t just teach to that middle student. It helps everybody,” Gervais said.\n\u003ch2>\u003cstrong>Brain breaks for everyone, outside\u003c/strong>\u003c/h2>\n\n\n\u003cp>Like schools in Finland, Copper Island prioritizes outdoor time for all students, which happens at a greater frequency than a typical U.S. school. This was one of the major draws for Dan and his family, and regular outdoor time during the school day has helped Oliver come out of his shell, connect with friends and focus in the classroom, Dan said.\u003c/p>\n\n\n\n\u003cp>But time outside at this school doesn’t just happen during recess and lunch; it happens every 45 minutes for 15 minutes at a time. This is Copper Island’s version of “brain breaks” — a tried and true method of allowing for, typically, classroom time spent away from academic subjects.\u003c/p>\n\n\n\n\u003cp>Brain breaks are used in both American and Finnish schools, but the way that Copper Island does brain breaks is different from most U.S. schools. Typically, brain breaks in American classrooms are occasional, very short, in-class and not necessarily physical.\u003c/p>\n\n\n\n\u003cp>Brain breaks at Copper Island are always spent outside — rain or shine or snow — and they happen seamlessly at all grade levels. When the brain break begins, students walk quietly through the hallways and out into the schoolyard. Once the break is over, a whistle is blown, and the students quickly and quietly pile through the school’s back doors, returning to their classrooms with minimal prompting.\u003c/p>\n\n\n\n\u003cp>Usually, moments of transition like these are a stress point for teachers, who are tasked with managing energetic or even disengaged students itching to get away from the lesson plan, and then coaxing them back into the lesson plan. It might even be unfathomable to some teachers across the U.S. to get all students outside for a brain break and then settled and back into the classroom, all within 15 minutes, multiple times per day.\u003c/p>\n\n\n\n\u003cp>But there wasn’t any yelling or running down hallways to get to a brain break at Copper Island when I visited. And when asked, teachers repeatedly brushed off any potential stress or anxiety around transitions in and out of brain breaks. It turns out these breaks aren’t just good for students, they’re good for the teachers too, who spend most of their classroom time executing highly engaged and individualized lesson plans for all of their students.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://www.youtube.com/watch?v=edvF_AJXU5I&t=3s\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>There’s only one rule during brain breaks at Copper Island Academy — sports balls aren’t allowed. “The minute that you give a sports ball to somebody, you put rules and limitations on [their play],” Laho said.\u003c/p>\n\n\n\n\u003cp>Instead, kids in elementary school are encouraged to play with each other and throughout the various outdoor spaces, like their play structure, the perimeter of surrounding woods, in the garden or on the structure made of industrial-sized rubber tires.\u003c/p>\n\n\nSports balls are reintroduced during brain breaks for middle schoolers, who Laho said might need additional motivation to move their bodies and spend time outdoors.\n\u003ch2>\u003cstrong>Can Copper Island be replicated? It depends\u003c/strong>\u003c/h2>\n\n\n\u003cp>Calumet and the surrounding Houghton County area are a pocket of the U.S. that has preserved old town Americana charm, for better or for worse. Some people don’t lock their front doors, and they leave their keys in their cars when they are away, just in case someone needs to borrow them. The people are kind and welcoming, and very quick to recommend their claim to fame: the meat pasty. And Copper Island Academy reflects these unique traits.\u003c/p>\n\n\n\n\u003cp>The families in the community had worried that the Finnish model in a location with such an overwhelmingly large population of people with Finnish heritage would be seen as exclusionary.\u003c/p>\n\n\n\n\u003cp>According to Laho, the diversity at Copper Island Academy reflects that of the surrounding area.\u003c/p>\n\n\n\n\u003cp>“So far we haven’t seen any discrepancies between, you know, one demographic or another,” Laho said about student academic achievement and behavioral data.\u003c/p>\n\n\n\n\u003cp>The school has also made a significant effort to support teachers beyond their professional development days with Walker and more than what you might find in an average American public school classroom.\u003c/p>\n\n\n\n\u003cp>Something fundamental took place during the pandemic, Walker said. In the scramble to overhaul in-person learning to virtual learning, along with the pressure to mitigate learning loss, teachers started to publicly acknowledge their dismal working conditions, Walker said. And American society took notice, too.\u003c/p>\n\n\n\n\u003cp>“There was something about COVID that broke many educators,” he said.\u003c/p>\n\n\n\n\u003cp>But paying attention to teacher well-being in a holistic manner at Copper Island has paid off. The school’s baby pilot program allows new mothers, who are only allotted 12 weeks of unpaid maternity leave by federal standards, to ease their way back into teaching full time again after having a baby. On certain days, babies are allowed in the classroom, and teachers meet their hours without having to choose continuous, outsourced child care for their infants.\u003c/p>\n\n\n\n\u003cp>The teachers also created a support group they call “Tsemppiä,” a Finnish word that doesn’t have a direct translation, but one that Walker compared to terms like “godspeed” or “strength” and is used in Finland as a word of encouragement. And the Tsemppiä group at Copper Island does just that — it exists as a support group made by and for teachers experiencing difficulties in their personal lives.\u003c/p>\n\n\n\n\u003cp>Although Tsemppiä was established before Walker came on as an educational consultant, he quickly recognized its purpose from his days teaching in Finland. The U.S. has a habit of creating and encouraging “super teachers,” Walker said — individuals who exceed, above and beyond, which harbors competition to be “the best.” In his experience, “super teachers” don’t really exist in Finland, Walker said, and instead there’s more of a spirit of teamwork and collaboration between teachers. The adoption of this part of Finnish culture is a big part of why Copper Island has been able to be so successful, Walker said.\u003c/p>\n\n\n\n\u003cp>Additionally, the administrators don’t seem to hover at Copper Island; rather, as Laho said, they trust their teachers to get their work done. If lesson planning needs to happen at home, then that works for the school administrators. If teachers need to leave the building with the students at 3:20 p.m. when the school day is over, that also works.\u003c/p>\n\n\n\n\u003cp>Copper Island Academy experiences the everyday limitations that many American schools and educators face. “I wish we could pay our teachers what they’re worth financially,” said Laho, adding that the school does “find ways to leverage what [they do] have to help” their teachers in other ways.\u003c/p>\n\n\n\n\u003cp>“We want to try to find ways to support the teachers in what they’re doing, knowing that we’re asking them to do a lot within our model,” Laho said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1262\" height=\"1618\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184.png\" alt=\"Man smiling for portrait\" class=\"wp-image-66185\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184.png 1262w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-160x205.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-768x985.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-1198x1536.png 1198w\" sizes=\"auto, (max-width: 1262px) 100vw, 1262px\">\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy co-founder Matt Laho. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>As for students, the school has put into place measures to encourage their belonging in the community. Students are grouped intentionally in classrooms, which gives them the opportunity to work and play with the peers that they may not organically gravitate toward, Laho said. This practice of belonging and empathy extends throughout the school culture, both in the classroom, outdoors and in the community, Laho said.\u003c/p>\n\n\n\n\u003cp>And when Dan is out in the neighborhood with his son, or at a local hockey game, all of the hard work that Oliver and his teachers have done to face challenging social situations has paid off. Now, when Oliver sees someone familiar outside of school, “[he] always points out, ‘Hey, there’s my friend from school’ or ‘there’s my teacher,’” Dan said.\u003c/p>\n\n\n\n\u003cp>He described enrolling Oliver in Copper Island as one of the best decisions he’s recently made and is glad he did it.\u003c/p>\n\n\n\n\u003cp>“I think that connection between the students and the students and their and their teachers is really great,” he said. “Really, really great.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-audio\">\u003caudio controls src=\"https://playlist.megaphone.fm?e=KQINC6353911588\">\u003c/audio>\u003c/figure>\n\n\n\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>Oliver’s teachers noticed early on in preschool that he was having a hard time engaging with his peers and would keep to himself during group activities, Dan said. His parents initially brushed it off as shyness. “It really surprised us because we don’t see that at home at all,” he said.\u003c/p>\n",
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"\n\u003cp>Oliver’s teachers noticed early on in preschool that he was having a hard time engaging with his peers and would keep to himself during group activities, Dan said. His parents initially brushed it off as shyness. “It really surprised us because we don’t see that at home at all,” he said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But as his teachers brought up their concerns, Dan and his wife, who weren’t familiar with the special education system, began to learn all about it.\u003c/p>\n",
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"innerHTML": "\n\u003cp>They were prepared to send Oliver to the local public school for kindergarten. But when they found out about Copper Island Academy, they saw an opportunity for Oliver to experience a different type of school, one that reminded Dan of his own school experience, when class sizes were smaller and students connected with their peers and teachers beyond traditional academics.\u003c/p>\n",
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"\n\u003cp>They were prepared to send Oliver to the local public school for kindergarten. But when they found out about Copper Island Academy, they saw an opportunity for Oliver to experience a different type of school, one that reminded Dan of his own school experience, when class sizes were smaller and students connected with their peers and teachers beyond traditional academics.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Copper Island Academy is where “sisu” — a Finnish word describing an internal level of grit and perseverance — is paramount. It’s a K-8 charter school serving students and their families from the surrounding area of Calumet, Michigan, in the Upper Peninsula. Tucked behind an EMS vehicle service center on the only road to and from the town’s one-room airport, you might never know that the school is there.\u003c/p>\n",
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"\n\u003cp>Copper Island Academy is where “sisu” — a Finnish word describing an internal level of grit and perseverance — is paramount. It’s a K-8 charter school serving students and their families from the surrounding area of Calumet, Michigan, in the Upper Peninsula. Tucked behind an EMS vehicle service center on the only road to and from the town’s one-room airport, you might never know that the school is there.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg\" alt=\"A poster is displayed on a wall\" class=\"wp-image-66188\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg 1562w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-160x150.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-768x719.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-1536x1439.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">A poster creating an acronym of the word “sisu” is on display at Copper Island Academy.\u003c/figcaption>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg\" alt=\"A poster is displayed on a wall\" class=\"wp-image-66188\"/>\u003cfigcaption class=\"wp-element-caption\">A poster creating an acronym of the word “sisu” is on display at Copper Island Academy.\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>Launched in the fall of 2021, the school was developed by educator duo and married couple Matt and Nora Laho. But this isn’t just their brainchild. It was actualized in collaboration with community members and families searching for an answer to their concerns about public education — like increased screentime, a lack of joy in learning, less challenging lessons and dwindling extracurricular offerings — during the thick of the COVID-19 pandemic, Matt Laho said.\u003c/p>\n",
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"\n\u003cp>Launched in the fall of 2021, the school was developed by educator duo and married couple Matt and Nora Laho. But this isn’t just their brainchild. It was actualized in collaboration with community members and families searching for an answer to their concerns about public education — like increased screentime, a lack of joy in learning, less challenging lessons and dwindling extracurricular offerings — during the thick of the COVID-19 pandemic, Matt Laho said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The parent community also wanted more skilled trades and culinary arts in the day-to-day curriculum, Laho said. For example, parents noted the slow decline in shop classes offered in public schools, so Copper Island made a concerted effort to bring them back.\u003c/p>\n",
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"\n\u003cp>The parent community also wanted more skilled trades and culinary arts in the day-to-day curriculum, Laho said. For example, parents noted the slow decline in shop classes offered in public schools, so Copper Island made a concerted effort to bring them back.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The group considered many education models, Laho said, including Montessori and hybrid models, but ultimately they landed on the \u003ca href=\"https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning\">Finnish education model\u003c/a>.\u003c/p>\n",
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"\n\u003cp>The group considered many education models, Laho said, including Montessori and hybrid models, but ultimately they landed on the \u003ca href=\"https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning\">Finnish education model\u003c/a>.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The Finnish education model is marked by teacher autonomy and collaboration, \u003ca href=\"https://www.kqed.org/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day\">frequent breaks\u003c/a>, inclusive practices and differentiation, according to \u003ca href=\"https://taughtbyfinland.com/\">Tim Walker\u003c/a>, Copper Island Academy’s Finnish education model consultant, who has written several books about \u003ca href=\"https://wwnorton.com/books/Teach-Like-Finland/\">teaching in Finland\u003c/a>.\u003c/p>\n",
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"\n\u003cp>The Finnish education model is marked by teacher autonomy and collaboration, \u003ca href=\"https://www.kqed.org/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day\">frequent breaks\u003c/a>, inclusive practices and differentiation, according to \u003ca href=\"https://taughtbyfinland.com/\">Tim Walker\u003c/a>, Copper Island Academy’s Finnish education model consultant, who has written several books about \u003ca href=\"https://wwnorton.com/books/Teach-Like-Finland/\">teaching in Finland\u003c/a>.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Teachers in Finland are highly respected professionals, and it’s difficult to obtain teaching credentials. Teachers are allotted ample time for planning and prep, and they’re expected to leave school at the end of the day alongside their students. In the U.S., teacher shortages are common, morale and teacher pay are low and planning and prep periods are painfully short.\u003c/p>\n",
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"\n\u003cp>Teachers in Finland are highly respected professionals, and it’s difficult to obtain teaching credentials. Teachers are allotted ample time for planning and prep, and they’re expected to leave school at the end of the day alongside their students. In the U.S., teacher shortages are common, morale and teacher pay are low and planning and prep periods are painfully short.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In the early 2000s, Finland emerged as an unexpected global leader in education after the first Programme for International Student Assessment (PISA) scores, published in 2001, ranked Finland number one among the 31 other participating countries. The U.S. showed middle-of-the-road academic scores and was ranked in the 15th spot that same year.\u003c/p>\n",
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"\n\u003cp>In the early 2000s, Finland emerged as an unexpected global leader in education after the first Programme for International Student Assessment (PISA) scores, published in 2001, ranked Finland number one among the 31 other participating countries. The U.S. showed middle-of-the-road academic scores and was ranked in the 15th spot that same year.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In 2001, the Bush administration also reauthorized the Elementary and Secondary Education Act (ESEA) and rolled out the No Child Left Behind Act in public schools across the country in 2002, so education reform was already top of mind in the U.S.\u003c/p>\n",
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"\n\u003cp>In 2001, the Bush administration also reauthorized the Elementary and Secondary Education Act (ESEA) and rolled out the No Child Left Behind Act in public schools across the country in 2002, so education reform was already top of mind in the U.S.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In the decade following the 2001 PISA scores, Finland continued to rank in the top three participating countries. Within that time, the U.S. was one of many countries that looked to Finland’s balanced approach to learning for guidance on pedagogical practices, which included differentiated learning and early intervention practices.\u003c/p>\n",
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"\n\u003cp>In the decade following the 2001 PISA scores, Finland continued to rank in the top three participating countries. Within that time, the U.S. was one of many countries that looked to Finland’s balanced approach to learning for guidance on pedagogical practices, which included differentiated learning and early intervention practices.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But by the 2010s, Finland’s PISA scores began to fall, and the hype died down. And organizations like the Organization for Economic Co-operation and Development (OECD), which administers the PISA exams, began to encourage schools to focus more on student well-being beyond academic success, said Walker, an American teacher who taught in Finland for more than 10 years.\u003c/p>\n",
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"\n\u003cp>But by the 2010s, Finland’s PISA scores began to fall, and the hype died down. And organizations like the Organization for Economic Co-operation and Development (OECD), which administers the PISA exams, began to encourage schools to focus more on student well-being beyond academic success, said Walker, an American teacher who taught in Finland for more than 10 years.\u003c/p>\n"
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"innerHTML": "\n\u003cp>However, the draw to a Finnish model still remains today in education circles, and for Copper Island Academy, it landed close to home.\u003c/p>\n",
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"\n\u003cp>However, the draw to a Finnish model still remains today in education circles, and for Copper Island Academy, it landed close to home.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Oliver has an Individualized Education Program (IEP), a highly detailed, legally binding document, requiring an official diagnosis. The family asked we not use their last name because of privacy concerns for their child. IEPs adjust the curriculum for an individual student in order to meet their goals. Part of Oliver’s education plan includes push-ins during general education classroom time with Jennifer Gervais, one of Copper Island Academy’s special education teachers.\u003c/p>\n",
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"\n\u003cp>Oliver has an Individualized Education Program (IEP), a highly detailed, legally binding document, requiring an official diagnosis. The family asked we not use their last name because of privacy concerns for their child. IEPs adjust the curriculum for an individual student in order to meet their goals. Part of Oliver’s education plan includes push-ins during general education classroom time with Jennifer Gervais, one of Copper Island Academy’s special education teachers.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Push-ins are a form of support that keeps students in the classroom alongside their peers rather than in a siloed special education classroom.\u003c/p>\n",
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"\n\u003cp>Push-ins are a form of support that keeps students in the classroom alongside their peers rather than in a siloed special education classroom.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>During a push-in on one of his more difficult mornings, Gervais sits next to Oliver and quietly prompts him to participate. The other students are used to her presence in their classroom and aren’t phased. Oliver’s responses are very quiet, but he does take part in a phonics lesson led by his teacher, Ms. Erva. And if you listen very carefully, you can hear his peers encouraging him with a “good job, Oliver,” after his turn to play the phonics game is over.\u003c/p>\n",
"innerContent": [
"\n\u003cp>During a push-in on one of his more difficult mornings, Gervais sits next to Oliver and quietly prompts him to participate. The other students are used to her presence in their classroom and aren’t phased. Oliver’s responses are very quiet, but he does take part in a phonics lesson led by his teacher, Ms. Erva. And if you listen very carefully, you can hear his peers encouraging him with a “good job, Oliver,” after his turn to play the phonics game is over.\u003c/p>\n"
],
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{
"blockName": "core/image",
"attrs": {
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"imageCredit": "Marlena Jackson-Retondo"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_JenGervais_headshot-e1773379859400.png\" alt=\"Woman in front of window\" class=\"wp-image-66186\"/>\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy teacher Jennifer Gervais.\u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_JenGervais_headshot-e1773379859400.png\" alt=\"Woman in front of window\" class=\"wp-image-66186\"/>\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy teacher Jennifer Gervais.\u003c/figcaption>\u003c/figure>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>Although Oliver’s experience at Copper Island Academy has been positive, many students struggle to get the services they need.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Although Oliver’s experience at Copper Island Academy has been positive, many students struggle to get the services they need.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>There are \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities#:~:text=In%202022%E2%80%9323%2C%20the%20number,of%20all%20public%20school%20students.\">7.5 million students\u003c/a> receiving special education services in the U.S. — the majority of whom are diagnosed with \u003ca href=\"https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder\">specific learning disorders\u003c/a> like dyslexia, dysgraphia or dyscalculia. Even for those students who are identified as needing to receive special education services early on, the path to receiving these supports is hard to navigate.\u003c/p>\n",
"innerContent": [
"\n\u003cp>There are \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities#:~:text=In%202022%E2%80%9323%2C%20the%20number,of%20all%20public%20school%20students.\">7.5 million students\u003c/a> receiving special education services in the U.S. — the majority of whom are diagnosed with \u003ca href=\"https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder\">specific learning disorders\u003c/a> like dyslexia, dysgraphia or dyscalculia. Even for those students who are identified as needing to receive special education services early on, the path to receiving these supports is hard to navigate.\u003c/p>\n"
],
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{
"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>Most often in the U.S., students must exhaust Tier 1 and Tier 2 support services, which consist of specialized, small group instruction from a general education teacher, specialists or paraeducators, before receiving an IEP — a Tier 3 special education service.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Most often in the U.S., students must exhaust Tier 1 and Tier 2 support services, which consist of specialized, small group instruction from a general education teacher, specialists or paraeducators, before receiving an IEP — a Tier 3 special education service.\u003c/p>\n"
],
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>However, the special education system in Finland is marked by teacher and family collaboration, personalized learning and trust in teacher expertise; special education intervention in Finland is seen as a preventative and inclusive practice.\u003c/p>\n",
"innerContent": [
"\n\u003cp>However, the special education system in Finland is marked by teacher and family collaboration, personalized learning and trust in teacher expertise; special education intervention in Finland is seen as a preventative and inclusive practice.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>“Everybody’s getting support,” said Helmi Betancourt, an elementary special education teacher in Helsinki, Finland. Like many special education teachers in Finland, Betancourt is assigned to many different classrooms. Throughout the week, she spends a couple of hours in each of her assigned classrooms teaching alongside the general education teacher. If there is an individual student or smaller group of students who need extra help outside of their general education classroom, Betancourt has the flexibility to pull them into a separate learning environment.\u003c/p>\n",
"innerContent": [
"\n\u003cp>“Everybody’s getting support,” said Helmi Betancourt, an elementary special education teacher in Helsinki, Finland. Like many special education teachers in Finland, Betancourt is assigned to many different classrooms. Throughout the week, she spends a couple of hours in each of her assigned classrooms teaching alongside the general education teacher. If there is an individual student or smaller group of students who need extra help outside of their general education classroom, Betancourt has the flexibility to pull them into a separate learning environment.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The decision to support a student with special education resources is seen as a pedagogical one, and is accessible for any student in the classroom who is struggling with academic or behavioral issues, according to Betancourt and her colleague in special education, Anna-Mari Vuohelainen. Teachers are free to make these decisions without the explicit consent of parents and without waiting for a diagnosis for additional support.\u003c/p>\n",
"innerContent": [
"\n\u003cp>The decision to support a student with special education resources is seen as a pedagogical one, and is accessible for any student in the classroom who is struggling with academic or behavioral issues, according to Betancourt and her colleague in special education, Anna-Mari Vuohelainen. Teachers are free to make these decisions without the explicit consent of parents and without waiting for a diagnosis for additional support.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>“It’s based on the benefit of the child,” not on a diagnosis, Betancourt said. They use a classroom-based support system to be more inclusive of special education students in their general education classrooms, and to make sure that other students who are not yet receiving support, but might need it, get it as early as possible. This also makes for less paperwork.\u003c/p>\n",
"innerContent": [
"\n\u003cp>“It’s based on the benefit of the child,” not on a diagnosis, Betancourt said. They use a classroom-based support system to be more inclusive of special education students in their general education classrooms, and to make sure that other students who are not yet receiving support, but might need it, get it as early as possible. This also makes for less paperwork.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>“The idea is that nobody has to wait for the support that they need,” said Betancourt, because sometimes, getting a diagnosis takes a long time and it’s unfair to a student if they can’t get support for years. And the students identified as having the most intensive needs receive them in a setting that makes the most sense for their needs.\u003c/p>\n",
"innerContent": [
"\n\u003cp>“The idea is that nobody has to wait for the support that they need,” said Betancourt, because sometimes, getting a diagnosis takes a long time and it’s unfair to a student if they can’t get support for years. And the students identified as having the most intensive needs receive them in a setting that makes the most sense for their needs.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>Early intervention is one of the hallmarks of the Finnish education model, and is one that Copper Island has emulated. According to Laho, early intervention allows Copper Island to tackle problems as they emerge and before a formal special education referral needs to be placed.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Early intervention is one of the hallmarks of the Finnish education model, and is one that Copper Island has emulated. According to Laho, early intervention allows Copper Island to tackle problems as they emerge and before a formal special education referral needs to be placed.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>In order to identify student needs, teachers across departments regularly meet to hold student success meetings. These meetings occur outside of traditional IEP or special education meeting requirements, and all students are considered. This is where they identify students who are struggling, collaborate on how to help the student and regularly check in. Student success meetings often happen before parent involvement, and if the plan to remediate doesn’t work, then they might have to call a parent in to work out a more robust support plan.\u003c/p>\n",
"innerContent": [
"\n\u003cp>In order to identify student needs, teachers across departments regularly meet to hold student success meetings. These meetings occur outside of traditional IEP or special education meeting requirements, and all students are considered. This is where they identify students who are struggling, collaborate on how to help the student and regularly check in. Student success meetings often happen before parent involvement, and if the plan to remediate doesn’t work, then they might have to call a parent in to work out a more robust support plan.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>Special education teachers attend student success meetings, but not necessarily to provide special education services. They’re there because of their expertise in Tier 2 and Tier 3 intervention. It’s a seemingly small distinction to make, but a rather important one that advances a culture of trust and respect in educators who are highly regarded for their pedagogical expertise.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Special education teachers attend student success meetings, but not necessarily to provide special education services. They’re there because of their expertise in Tier 2 and Tier 3 intervention. It’s a seemingly small distinction to make, but a rather important one that advances a culture of trust and respect in educators who are highly regarded for their pedagogical expertise.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>The success of these meetings is measured in individual student growth, not achievement. The teachers and admin focus on answering questions like: Where did this student start the year? Where are they mid-year, and where did they end the year? And according to Laho, student growth is the most useful measurement that Copper Island tracks, and they do so without compromising measurable achievement.\u003c/p>\n",
"innerContent": [
"\n\u003cp>The success of these meetings is measured in individual student growth, not achievement. The teachers and admin focus on answering questions like: Where did this student start the year? Where are they mid-year, and where did they end the year? And according to Laho, student growth is the most useful measurement that Copper Island tracks, and they do so without compromising measurable achievement.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>The school’s unwavering stance on inclusion of all students in general education classrooms was a big deal for Gervais.\u003c/p>\n",
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"\n\u003cp>The school’s unwavering stance on inclusion of all students in general education classrooms was a big deal for Gervais.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In other schools throughout her experience in special education, which spans more than a decade, Gervais has had to fight to get special education students included in the general education classroom, she said. Self-contained special education support is not an uncommon practice in public schools across the U.S., in which students receiving differing levels of special education support are kept from their general education peers for much of the day.\u003c/p>\n",
"innerContent": [
"\n\u003cp>In other schools throughout her experience in special education, which spans more than a decade, Gervais has had to fight to get special education students included in the general education classroom, she said. Self-contained special education support is not an uncommon practice in public schools across the U.S., in which students receiving differing levels of special education support are kept from their general education peers for much of the day.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Although some level of inclusion in general education classrooms is a North Star for special education in the U.S. public school system, it isn’t always possible or recommended for every student. The Individuals with Disabilities Education Act does not have a number or percentage of general education classroom time that each student with an IEP is required to meet. Rather, inclusion is measured by Least Restrictive Environment practices. But across special education, the measurable benchmark for “good” general education classroom integration time per student hovers around \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=59\">80%\u003c/a>, although classroom time alone doesn’t automatically lead to improved outcomes, said Chris Lemons, a professor who specializes in learning disabilities at Stanford University’s Graduate School of Education.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Although some level of inclusion in general education classrooms is a North Star for special education in the U.S. public school system, it isn’t always possible or recommended for every student. The Individuals with Disabilities Education Act does not have a number or percentage of general education classroom time that each student with an IEP is required to meet. Rather, inclusion is measured by Least Restrictive Environment practices. But across special education, the measurable benchmark for “good” general education classroom integration time per student hovers around \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=59\">80%\u003c/a>, although classroom time alone doesn’t automatically lead to improved outcomes, said Chris Lemons, a professor who specializes in learning disabilities at Stanford University’s Graduate School of Education.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>Special education teaching presents its own unique challenges, but according to Jeremy Jarvi, who has taught in self-contained, mild-to-moderate and moderate-to-severe special education classrooms in the Bay Area, the prominent issues that come to mind are systemic and bureaucratic in nature.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Special education teaching presents its own unique challenges, but according to Jeremy Jarvi, who has taught in self-contained, mild-to-moderate and moderate-to-severe special education classrooms in the Bay Area, the prominent issues that come to mind are systemic and bureaucratic in nature.\u003c/p>\n"
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"attrs": [],
"innerHTML": "\n\u003cp>“We can’t force it,” said Jarvi, of inclusion in all cases.\u003c/p>\n",
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"\n\u003cp>“We can’t force it,” said Jarvi, of inclusion in all cases.\u003c/p>\n"
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"innerHTML": "\n\u003cp>For parents like \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a> and his wife, navigating the special education system for their daughter, \u003ca href=\"https://www.latimes.com/opinion/op-ed/la-oe-willingham-how-to-interact-with-a-disabled-child-20180322-story.html\">Esprit\u003c/a>, over a decade ago was challenging and frustrating. Willingham is an education expert, and his wife is a teacher, but even then, it took a lot of time and expertise.\u003c/p>\n",
"innerContent": [
"\n\u003cp>For parents like \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a> and his wife, navigating the special education system for their daughter, \u003ca href=\"https://www.latimes.com/opinion/op-ed/la-oe-willingham-how-to-interact-with-a-disabled-child-20180322-story.html\">Esprit\u003c/a>, over a decade ago was challenging and frustrating. Willingham is an education expert, and his wife is a teacher, but even then, it took a lot of time and expertise.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“To be clear, my child was profoundly disabled and so education for her looked quite different,” Willingham said. “It’s not like she was having trouble reading … she couldn’t speak.” So education for Esprit looked like setting up systems for her to be able to communicate “yes” and “no,” and inclusion in a general education classroom wasn’t possible or the best option for her.\u003c/p>\n",
"innerContent": [
"\n\u003cp>“To be clear, my child was profoundly disabled and so education for her looked quite different,” Willingham said. “It’s not like she was having trouble reading … she couldn’t speak.” So education for Esprit looked like setting up systems for her to be able to communicate “yes” and “no,” and inclusion in a general education classroom wasn’t possible or the best option for her.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Although Esprit’s medical conditions required in-home care and schooling, Willingham and his family experienced many of the common failures and triumphs of the U.S. special education system. They dealt with the frustration that comes with “tangling with bureaucracy,” but also benefited from interactions with educators and therapists who were “working very, very hard under very difficult circumstances trying to help children,” Willingham said.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Although Esprit’s medical conditions required in-home care and schooling, Willingham and his family experienced many of the common failures and triumphs of the U.S. special education system. They dealt with the frustration that comes with “tangling with bureaucracy,” but also benefited from interactions with educators and therapists who were “working very, very hard under very difficult circumstances trying to help children,” Willingham said.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>Classroom staffing can be an issue, according to Jarvi, and at previous schools he found himself spending a lot of time each week training paraeducators.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Classroom staffing can be an issue, according to Jarvi, and at previous schools he found himself spending a lot of time each week training paraeducators.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>“On top of working with the kids, I’m training adults … you hope that they get it the first time,” but they don’t always, and this takes time away from individualized instruction, Jarvi said of his past experiences. He now works with experienced paraeducators who have made a big difference.\u003c/p>\n",
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"\n\u003cp>“On top of working with the kids, I’m training adults … you hope that they get it the first time,” but they don’t always, and this takes time away from individualized instruction, Jarvi said of his past experiences. He now works with experienced paraeducators who have made a big difference.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>Paraeducators are recognized by many states as essential to the K-12 classroom. And for some, like Lemons, the Stanford professor, the idea of paraeducators in the classroom is promising. This is not only because there are more paraeducators than special education teachers in the public school system, but also because they are with students throughout the entire school day, including in special education and general education classrooms, Lemons said.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Paraeducators are recognized by many states as essential to the K-12 classroom. And for some, like Lemons, the Stanford professor, the idea of paraeducators in the classroom is promising. This is not only because there are more paraeducators than special education teachers in the public school system, but also because they are with students throughout the entire school day, including in special education and general education classrooms, Lemons said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In the U.S. paraeducators only need a high school diploma, and “in many districts, [paraeducators] receive the least amount of training, the least amount of support; they’re paid the least, but in many ways, they’re kind of the cog in the system that makes everything work, especially for kids with more extensive support needs,” Lemons said.\u003c/p>\n",
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"\n\u003cp>In the U.S. paraeducators only need a high school diploma, and “in many districts, [paraeducators] receive the least amount of training, the least amount of support; they’re paid the least, but in many ways, they’re kind of the cog in the system that makes everything work, especially for kids with more extensive support needs,” Lemons said.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>In Finland, conversations between special education teachers and general education teachers happen on a regular basis, and pedagogical approaches to addressing all student learning are shared.\u003c/p>\n",
"innerContent": [
"\n\u003cp>In Finland, conversations between special education teachers and general education teachers happen on a regular basis, and pedagogical approaches to addressing all student learning are shared.\u003c/p>\n"
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"innerHTML": "\n\u003cp>For Walker, the special education teacher who assisted in his Finnish classroom was seen as an “instructional coach who’s not at a higher level than the general ed teacher, but is still this trusted colleague … who has specialized knowledge in assisting kids who need more support in the classroom.”\u003c/p>\n",
"innerContent": [
"\n\u003cp>For Walker, the special education teacher who assisted in his Finnish classroom was seen as an “instructional coach who’s not at a higher level than the general ed teacher, but is still this trusted colleague … who has specialized knowledge in assisting kids who need more support in the classroom.”\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>A second set of discerning eyes can go a long way. Knowing that he wasn’t alone in providing attentive and individualized instruction for students with IEPs or those who needed a little bit of extra help with a specific subject matter was a relief to Walker. This practice of part-time, in-classroom special education instruction also allowed for Walker to exercise intellectual humility. He acknowledged that the special education teacher’s presence in his classroom two times per week exposed growth areas to better meet student needs, a ritual that he welcomed.\u003c/p>\n",
"innerContent": [
"\n\u003cp>A second set of discerning eyes can go a long way. Knowing that he wasn’t alone in providing attentive and individualized instruction for students with IEPs or those who needed a little bit of extra help with a specific subject matter was a relief to Walker. This practice of part-time, in-classroom special education instruction also allowed for Walker to exercise intellectual humility. He acknowledged that the special education teacher’s presence in his classroom two times per week exposed growth areas to better meet student needs, a ritual that he welcomed.\u003c/p>\n"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>“For a lot of teachers out there, especially in the United States — when they don’t have this type of [inclusive] model — it’s very easy for you to feel alone in your classroom,” Walker said.\u003c/p>\n",
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"\n\u003cp>“For a lot of teachers out there, especially in the United States — when they don’t have this type of [inclusive] model — it’s very easy for you to feel alone in your classroom,” Walker said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>These types of experiences have roots in teacher training programs.\u003c/p>\n",
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"\n\u003cp>These types of experiences have roots in teacher training programs.\u003c/p>\n"
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"attrs": [],
"innerHTML": "\n\u003cp>In the U.S., “typically, teachers who are trained to be general education teachers receive way too little training related to supporting kids with disabilities,” said Lemons, pointing out that some graduate schools of education, like Stanford’s, offer only one course focused on students with disabilities to elementary teacher candidates. On top of that, he said there’s almost zero training on how general education teachers can build effective working relationships with special education teachers.\u003c/p>\n",
"innerContent": [
"\n\u003cp>In the U.S., “typically, teachers who are trained to be general education teachers receive way too little training related to supporting kids with disabilities,” said Lemons, pointing out that some graduate schools of education, like Stanford’s, offer only one course focused on students with disabilities to elementary teacher candidates. On top of that, he said there’s almost zero training on how general education teachers can build effective working relationships with special education teachers.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Even at Copper Island, where teachers are trained in differentiation, general education teachers have had some trepidation about approaching differentiated learning practices. But experts like Gervais are available and willing to work with general education teachers to adjust their lessons so that everyone can learn with their peers.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Even at Copper Island, where teachers are trained in differentiation, general education teachers have had some trepidation about approaching differentiated learning practices. But experts like Gervais are available and willing to work with general education teachers to adjust their lessons so that everyone can learn with their peers.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“I told every one of them, ‘I will gladly show you because in special ed you learn to differentiate anything that’s thrown at you,’” Gervais said.\u003c/p>\n",
"innerContent": [
"\n\u003cp>“I told every one of them, ‘I will gladly show you because in special ed you learn to differentiate anything that’s thrown at you,’” Gervais said.\u003c/p>\n"
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>And offering to help general education teachers with differentiating their work also benefits other students outside of special education.\u003c/p>\n",
"innerContent": [
"\n\u003cp>And offering to help general education teachers with differentiating their work also benefits other students outside of special education.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Like schools in Finland, Copper Island prioritizes outdoor time for all students, which happens at a greater frequency than a typical U.S. school. This was one of the major draws for Dan and his family, and regular outdoor time during the school day has helped Oliver come out of his shell, connect with friends and focus in the classroom, Dan said.\u003c/p>\n",
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"\n\u003cp>Like schools in Finland, Copper Island prioritizes outdoor time for all students, which happens at a greater frequency than a typical U.S. school. This was one of the major draws for Dan and his family, and regular outdoor time during the school day has helped Oliver come out of his shell, connect with friends and focus in the classroom, Dan said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But time outside at this school doesn’t just happen during recess and lunch; it happens every 45 minutes for 15 minutes at a time. This is Copper Island’s version of “brain breaks” — a tried and true method of allowing for, typically, classroom time spent away from academic subjects.\u003c/p>\n",
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"\n\u003cp>But time outside at this school doesn’t just happen during recess and lunch; it happens every 45 minutes for 15 minutes at a time. This is Copper Island’s version of “brain breaks” — a tried and true method of allowing for, typically, classroom time spent away from academic subjects.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Brain breaks are used in both American and Finnish schools, but the way that Copper Island does brain breaks is different from most U.S. schools. Typically, brain breaks in American classrooms are occasional, very short, in-class and not necessarily physical.\u003c/p>\n",
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"\n\u003cp>Brain breaks are used in both American and Finnish schools, but the way that Copper Island does brain breaks is different from most U.S. schools. Typically, brain breaks in American classrooms are occasional, very short, in-class and not necessarily physical.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Brain breaks at Copper Island are always spent outside — rain or shine or snow — and they happen seamlessly at all grade levels. When the brain break begins, students walk quietly through the hallways and out into the schoolyard. Once the break is over, a whistle is blown, and the students quickly and quietly pile through the school’s back doors, returning to their classrooms with minimal prompting.\u003c/p>\n",
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"\n\u003cp>Brain breaks at Copper Island are always spent outside — rain or shine or snow — and they happen seamlessly at all grade levels. When the brain break begins, students walk quietly through the hallways and out into the schoolyard. Once the break is over, a whistle is blown, and the students quickly and quietly pile through the school’s back doors, returning to their classrooms with minimal prompting.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Usually, moments of transition like these are a stress point for teachers, who are tasked with managing energetic or even disengaged students itching to get away from the lesson plan, and then coaxing them back into the lesson plan. It might even be unfathomable to some teachers across the U.S. to get all students outside for a brain break and then settled and back into the classroom, all within 15 minutes, multiple times per day.\u003c/p>\n",
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"\n\u003cp>Usually, moments of transition like these are a stress point for teachers, who are tasked with managing energetic or even disengaged students itching to get away from the lesson plan, and then coaxing them back into the lesson plan. It might even be unfathomable to some teachers across the U.S. to get all students outside for a brain break and then settled and back into the classroom, all within 15 minutes, multiple times per day.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But there wasn’t any yelling or running down hallways to get to a brain break at Copper Island when I visited. And when asked, teachers repeatedly brushed off any potential stress or anxiety around transitions in and out of brain breaks. It turns out these breaks aren’t just good for students, they’re good for the teachers too, who spend most of their classroom time executing highly engaged and individualized lesson plans for all of their students.\u003c/p>\n",
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"\n\u003cp>But there wasn’t any yelling or running down hallways to get to a brain break at Copper Island when I visited. And when asked, teachers repeatedly brushed off any potential stress or anxiety around transitions in and out of brain breaks. It turns out these breaks aren’t just good for students, they’re good for the teachers too, who spend most of their classroom time executing highly engaged and individualized lesson plans for all of their students.\u003c/p>\n"
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"innerHTML": "\n\u003cp>There’s only one rule during brain breaks at Copper Island Academy — sports balls aren’t allowed. “The minute that you give a sports ball to somebody, you put rules and limitations on [their play],” Laho said.\u003c/p>\n",
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"\n\u003cp>There’s only one rule during brain breaks at Copper Island Academy — sports balls aren’t allowed. “The minute that you give a sports ball to somebody, you put rules and limitations on [their play],” Laho said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Instead, kids in elementary school are encouraged to play with each other and throughout the various outdoor spaces, like their play structure, the perimeter of surrounding woods, in the garden or on the structure made of industrial-sized rubber tires.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Calumet and the surrounding Houghton County area are a pocket of the U.S. that has preserved old town Americana charm, for better or for worse. Some people don’t lock their front doors, and they leave their keys in their cars when they are away, just in case someone needs to borrow them. The people are kind and welcoming, and very quick to recommend their claim to fame: the meat pasty. And Copper Island Academy reflects these unique traits.\u003c/p>\n",
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"\n\u003cp>Calumet and the surrounding Houghton County area are a pocket of the U.S. that has preserved old town Americana charm, for better or for worse. Some people don’t lock their front doors, and they leave their keys in their cars when they are away, just in case someone needs to borrow them. The people are kind and welcoming, and very quick to recommend their claim to fame: the meat pasty. And Copper Island Academy reflects these unique traits.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The families in the community had worried that the Finnish model in a location with such an overwhelmingly large population of people with Finnish heritage would be seen as exclusionary.\u003c/p>\n",
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"innerHTML": "\n\u003cp>According to Laho, the diversity at Copper Island Academy reflects that of the surrounding area.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“So far we haven’t seen any discrepancies between, you know, one demographic or another,” Laho said about student academic achievement and behavioral data.\u003c/p>\n",
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"innerHTML": "\n\u003cp>The school has also made a significant effort to support teachers beyond their professional development days with Walker and more than what you might find in an average American public school classroom.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Something fundamental took place during the pandemic, Walker said. In the scramble to overhaul in-person learning to virtual learning, along with the pressure to mitigate learning loss, teachers started to publicly acknowledge their dismal working conditions, Walker said. And American society took notice, too.\u003c/p>\n",
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"\n\u003cp>Something fundamental took place during the pandemic, Walker said. In the scramble to overhaul in-person learning to virtual learning, along with the pressure to mitigate learning loss, teachers started to publicly acknowledge their dismal working conditions, Walker said. And American society took notice, too.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“There was something about COVID that broke many educators,” he said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>But paying attention to teacher well-being in a holistic manner at Copper Island has paid off. The school’s baby pilot program allows new mothers, who are only allotted 12 weeks of unpaid maternity leave by federal standards, to ease their way back into teaching full time again after having a baby. On certain days, babies are allowed in the classroom, and teachers meet their hours without having to choose continuous, outsourced child care for their infants.\u003c/p>\n",
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"innerHTML": "\n\u003cp>The teachers also created a support group they call “Tsemppiä,” a Finnish word that doesn’t have a direct translation, but one that Walker compared to terms like “godspeed” or “strength” and is used in Finland as a word of encouragement. And the Tsemppiä group at Copper Island does just that — it exists as a support group made by and for teachers experiencing difficulties in their personal lives.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Although Tsemppiä was established before Walker came on as an educational consultant, he quickly recognized its purpose from his days teaching in Finland. The U.S. has a habit of creating and encouraging “super teachers,” Walker said — individuals who exceed, above and beyond, which harbors competition to be “the best.” In his experience, “super teachers” don’t really exist in Finland, Walker said, and instead there’s more of a spirit of teamwork and collaboration between teachers. The adoption of this part of Finnish culture is a big part of why Copper Island has been able to be so successful, Walker said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Additionally, the administrators don’t seem to hover at Copper Island; rather, as Laho said, they trust their teachers to get their work done. If lesson planning needs to happen at home, then that works for the school administrators. If teachers need to leave the building with the students at 3:20 p.m. when the school day is over, that also works.\u003c/p>\n",
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"\n\u003cp>Additionally, the administrators don’t seem to hover at Copper Island; rather, as Laho said, they trust their teachers to get their work done. If lesson planning needs to happen at home, then that works for the school administrators. If teachers need to leave the building with the students at 3:20 p.m. when the school day is over, that also works.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Copper Island Academy experiences the everyday limitations that many American schools and educators face. “I wish we could pay our teachers what they’re worth financially,” said Laho, adding that the school does “find ways to leverage what [they do] have to help” their teachers in other ways.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“We want to try to find ways to support the teachers in what they’re doing, knowing that we’re asking them to do a lot within our model,” Laho said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>As for students, the school has put into place measures to encourage their belonging in the community. Students are grouped intentionally in classrooms, which gives them the opportunity to work and play with the peers that they may not organically gravitate toward, Laho said. This practice of belonging and empathy extends throughout the school culture, both in the classroom, outdoors and in the community, Laho said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>And when Dan is out in the neighborhood with his son, or at a local hockey game, all of the hard work that Oliver and his teachers have done to face challenging social situations has paid off. Now, when Oliver sees someone familiar outside of school, “[he] always points out, ‘Hey, there’s my friend from school’ or ‘there’s my teacher,’” Dan said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“I think that connection between the students and the students and their and their teachers is really great,” he said. “Really, really great.”\u003c/p>\n",
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"excerpt": "The Finnish education model shot to global prominence in 2001, but has since fallen. But the lessons of Finland still resonate with educators and parents, so much so that some U.S. schools are modeled with Finnish best practices. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oliver, an only child, was born in 2018, and he and his parents don’t live near family. When the pandemic hit, “it was kinda like a perfect storm” during such an important time in early childhood development, said Dan, Oliver’s dad.\u003c/p>\n\n\n\n\u003cp>Oliver’s teachers noticed early on in preschool that he was having a hard time engaging with his peers and would keep to himself during group activities, Dan said. His parents initially brushed it off as shyness. “It really surprised us because we don’t see that at home at all,” he said.\u003c/p>\n\n\n\n\u003cp>But as his teachers brought up their concerns, Dan and his wife, who weren’t familiar with the special education system, began to learn all about it.\u003c/p>\n\n\n\n\u003cp>They were prepared to send Oliver to the local public school for kindergarten. But when they found out about Copper Island Academy, they saw an opportunity for Oliver to experience a different type of school, one that reminded Dan of his own school experience, when class sizes were smaller and students connected with their peers and teachers beyond traditional academics.\u003c/p>\n\n\n\n\u003cp>Copper Island Academy is where “sisu” — a Finnish word describing an internal level of grit and perseverance — is paramount. It’s a K-8 charter school serving students and their families from the surrounding area of Calumet, Michigan, in the Upper Peninsula. Tucked behind an EMS vehicle service center on the only road to and from the town’s one-room airport, you might never know that the school is there.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-wp-embed is-provider-megaphone wp-block-embed-megaphone\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://playlist.megaphone.fm/?e=KQINC6353911588\n\u003c/div>\u003c/figure>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1562\" height=\"1463\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg\" alt=\"A poster is displayed on a wall\" class=\"wp-image-66188\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983.jpg 1562w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-160x150.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-768x719.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_SISUacronymposter-1-scaled-e1773380265983-1536x1439.jpg 1536w\" sizes=\"auto, (max-width: 1562px) 100vw, 1562px\">\u003cfigcaption class=\"wp-element-caption\">A poster creating an acronym of the word “sisu” is on display at Copper Island Academy. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Launched in the fall of 2021, the school was developed by educator duo and married couple Matt and Nora Laho. But this isn’t just their brainchild. It was actualized in collaboration with community members and families searching for an answer to their concerns about public education — like increased screentime, a lack of joy in learning, less challenging lessons and dwindling extracurricular offerings — during the thick of the COVID-19 pandemic, Matt Laho said.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The parent community also wanted more skilled trades and culinary arts in the day-to-day curriculum, Laho said. For example, parents noted the slow decline in shop classes offered in public schools, so Copper Island made a concerted effort to bring them back.\u003c/p>\n\n\n\n\u003cp>The group considered many education models, Laho said, including Montessori and hybrid models, but ultimately they landed on the \u003ca href=\"https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning\">Finnish education model\u003c/a>.\u003c/p>\n\n\n\n\u003cp>The Finnish education model is marked by teacher autonomy and collaboration, \u003ca href=\"https://www.kqed.org/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day\">frequent breaks\u003c/a>, inclusive practices and differentiation, according to \u003ca href=\"https://taughtbyfinland.com/\">Tim Walker\u003c/a>, Copper Island Academy’s Finnish education model consultant, who has written several books about \u003ca href=\"https://wwnorton.com/books/Teach-Like-Finland/\">teaching in Finland\u003c/a>.\u003c/p>\n\n\n\n\u003cp>Teachers in Finland are highly respected professionals, and it’s difficult to obtain teaching credentials. Teachers are allotted ample time for planning and prep, and they’re expected to leave school at the end of the day alongside their students. In the U.S., teacher shortages are common, morale and teacher pay are low and planning and prep periods are painfully short.\u003c/p>\n\n\nCalumet and the surrounding area are home to the highest percentage of people of Finnish heritage outside of Finland itself. But that didn’t mean schools in the area operated like their cross-Atlantic counterparts. For the Lahos, the Finnish model represented what parents and families in the area wanted most out of their children’s education: hands-on classrooms, real-world life skills and a focus on joy.\n\u003ch2>\u003cstrong>What’s so great about Finland? \u003c/strong>\u003c/h2>\n\n\n\u003cp>In the early 2000s, Finland emerged as an unexpected global leader in education after the first Programme for International Student Assessment (PISA) scores, published in 2001, ranked Finland number one among the 31 other participating countries. The U.S. showed middle-of-the-road academic scores and was ranked in the 15th spot that same year.\u003c/p>\n\n\n\n\u003cp>In 2001, the Bush administration also reauthorized the Elementary and Secondary Education Act (ESEA) and rolled out the No Child Left Behind Act in public schools across the country in 2002, so education reform was already top of mind in the U.S.\u003c/p>\n\n\n\n\u003cp>In the decade following the 2001 PISA scores, Finland continued to rank in the top three participating countries. Within that time, the U.S. was one of many countries that looked to Finland’s balanced approach to learning for guidance on pedagogical practices, which included differentiated learning and early intervention practices.\u003c/p>\n\n\n\n\u003cp>But by the 2010s, Finland’s PISA scores began to fall, and the hype died down. And organizations like the Organization for Economic Co-operation and Development (OECD), which administers the PISA exams, began to encourage schools to focus more on student well-being beyond academic success, said Walker, an American teacher who taught in Finland for more than 10 years.\u003c/p>\n\n\n\n\u003cp>However, the draw to a Finnish model still remains today in education circles, and for Copper Island Academy, it landed close to home.\u003c/p>\n\n\nAnd for parents like Dan, Copper Island had the added benefit of an inclusive special education program. He said enrolling Oliver at Copper Island Academy “was the best decision we possibly could have made.”\n\u003ch2>\u003cstrong>Special education, the Finnish way\u003c/strong>\u003c/h2>\n\n\n\u003cp>Oliver has an Individualized Education Program (IEP), a highly detailed, legally binding document, requiring an official diagnosis. The family asked we not use their last name because of privacy concerns for their child. IEPs adjust the curriculum for an individual student in order to meet their goals. Part of Oliver’s education plan includes push-ins during general education classroom time with Jennifer Gervais, one of Copper Island Academy’s special education teachers.\u003c/p>\n\n\n\n\u003cp>Push-ins are a form of support that keeps students in the classroom alongside their peers rather than in a siloed special education classroom.\u003c/p>\n\n\n\n\u003cp>During a push-in on one of his more difficult mornings, Gervais sits next to Oliver and quietly prompts him to participate. The other students are used to her presence in their classroom and aren’t phased. Oliver’s responses are very quiet, but he does take part in a phonics lesson led by his teacher, Ms. Erva. And if you listen very carefully, you can hear his peers encouraging him with a “good job, Oliver,” after his turn to play the phonics game is over.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"2560\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_JenGervais_headshot-e1773379859400.png\" alt=\"Woman in front of window\" class=\"wp-image-66186\">\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy teacher Jennifer Gervais. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Although Oliver’s experience at Copper Island Academy has been positive, many students struggle to get the services they need.\u003c/p>\n\n\n\n\u003cp>There are \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities#:~:text=In%202022%E2%80%9323%2C%20the%20number,of%20all%20public%20school%20students.\">7.5 million students\u003c/a> receiving special education services in the U.S. — the majority of whom are diagnosed with \u003ca href=\"https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder\">specific learning disorders\u003c/a> like dyslexia, dysgraphia or dyscalculia. Even for those students who are identified as needing to receive special education services early on, the path to receiving these supports is hard to navigate.\u003c/p>\n\n\n\n\u003cp>Most often in the U.S., students must exhaust Tier 1 and Tier 2 support services, which consist of specialized, small group instruction from a general education teacher, specialists or paraeducators, before receiving an IEP — a Tier 3 special education service.\u003c/p>\n\n\n\n\u003cp>However, the special education system in Finland is marked by teacher and family collaboration, personalized learning and trust in teacher expertise; special education intervention in Finland is seen as a preventative and inclusive practice.\u003c/p>\n\n\n\n\u003cp>“Everybody’s getting support,” said Helmi Betancourt, an elementary special education teacher in Helsinki, Finland. Like many special education teachers in Finland, Betancourt is assigned to many different classrooms. Throughout the week, she spends a couple of hours in each of her assigned classrooms teaching alongside the general education teacher. If there is an individual student or smaller group of students who need extra help outside of their general education classroom, Betancourt has the flexibility to pull them into a separate learning environment.\u003c/p>\n\n\n\n\u003cp>The decision to support a student with special education resources is seen as a pedagogical one, and is accessible for any student in the classroom who is struggling with academic or behavioral issues, according to Betancourt and her colleague in special education, Anna-Mari Vuohelainen. Teachers are free to make these decisions without the explicit consent of parents and without waiting for a diagnosis for additional support.\u003c/p>\n\n\n\n\u003cp>“It’s based on the benefit of the child,” not on a diagnosis, Betancourt said. They use a classroom-based support system to be more inclusive of special education students in their general education classrooms, and to make sure that other students who are not yet receiving support, but might need it, get it as early as possible. This also makes for less paperwork.\u003c/p>\n\n\n\n\u003cp>“The idea is that nobody has to wait for the support that they need,” said Betancourt, because sometimes, getting a diagnosis takes a long time and it’s unfair to a student if they can’t get support for years. And the students identified as having the most intensive needs receive them in a setting that makes the most sense for their needs.\u003c/p>\n\n\nBut there isn’t necessarily a one-to-one application of the Finnish education model to the U.S. special education system.\n\u003ch2>\u003cstrong>Early intervention and measuring student growth\u003c/strong>\u003c/h2>\n\n\n\u003cp>Early intervention is one of the hallmarks of the Finnish education model, and is one that Copper Island has emulated. According to Laho, early intervention allows Copper Island to tackle problems as they emerge and before a formal special education referral needs to be placed.\u003c/p>\n\n\n\n\u003cp>In order to identify student needs, teachers across departments regularly meet to hold student success meetings. These meetings occur outside of traditional IEP or special education meeting requirements, and all students are considered. This is where they identify students who are struggling, collaborate on how to help the student and regularly check in. Student success meetings often happen before parent involvement, and if the plan to remediate doesn’t work, then they might have to call a parent in to work out a more robust support plan.\u003c/p>\n\n\n\n\u003cp>Special education teachers attend student success meetings, but not necessarily to provide special education services. They’re there because of their expertise in Tier 2 and Tier 3 intervention. It’s a seemingly small distinction to make, but a rather important one that advances a culture of trust and respect in educators who are highly regarded for their pedagogical expertise.\u003c/p>\n\n\n\n\u003cp>The success of these meetings is measured in individual student growth, not achievement. The teachers and admin focus on answering questions like: Where did this student start the year? Where are they mid-year, and where did they end the year? And according to Laho, student growth is the most useful measurement that Copper Island tracks, and they do so without compromising measurable achievement.\u003c/p>\n\n\nStudents at Copper Island Academy score very high on traditional indicators of student achievement. Most notably, they received a score of 99.03 in the 2024-25 Michigan School Index — a state-run public school accountability system that evaluates overall school achievement on a scale of 0-100 — placing the school in the top 3.5% of all Michigan public schools.\n\u003ch2>\u003cstrong>Inclusion first for special education students \u003c/strong>\u003c/h2>\n\n\n\u003cp>The school’s unwavering stance on inclusion of all students in general education classrooms was a big deal for Gervais.\u003c/p>\n\n\n\n\u003cp>In other schools throughout her experience in special education, which spans more than a decade, Gervais has had to fight to get special education students included in the general education classroom, she said. Self-contained special education support is not an uncommon practice in public schools across the U.S., in which students receiving differing levels of special education support are kept from their general education peers for much of the day.\u003c/p>\n\n\n\n\u003cp>Although some level of inclusion in general education classrooms is a North Star for special education in the U.S. public school system, it isn’t always possible or recommended for every student. The Individuals with Disabilities Education Act does not have a number or percentage of general education classroom time that each student with an IEP is required to meet. Rather, inclusion is measured by Least Restrictive Environment practices. But across special education, the measurable benchmark for “good” general education classroom integration time per student hovers around \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=59\">80%\u003c/a>, although classroom time alone doesn’t automatically lead to improved outcomes, said Chris Lemons, a professor who specializes in learning disabilities at Stanford University’s Graduate School of Education.\u003c/p>\n\n\n\n\u003cp>Special education teaching presents its own unique challenges, but according to Jeremy Jarvi, who has taught in self-contained, mild-to-moderate and moderate-to-severe special education classrooms in the Bay Area, the prominent issues that come to mind are systemic and bureaucratic in nature.\u003c/p>\n\n\n\n\u003cp>“We can’t force it,” said Jarvi, of inclusion in all cases.\u003c/p>\n\n\n\n\u003cp>For parents like \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a> and his wife, navigating the special education system for their daughter, \u003ca href=\"https://www.latimes.com/opinion/op-ed/la-oe-willingham-how-to-interact-with-a-disabled-child-20180322-story.html\">Esprit\u003c/a>, over a decade ago was challenging and frustrating. Willingham is an education expert, and his wife is a teacher, but even then, it took a lot of time and expertise.\u003c/p>\n\n\n\n\u003cp>“To be clear, my child was profoundly disabled and so education for her looked quite different,” Willingham said. “It’s not like she was having trouble reading … she couldn’t speak.” So education for Esprit looked like setting up systems for her to be able to communicate “yes” and “no,” and inclusion in a general education classroom wasn’t possible or the best option for her.\u003c/p>\n\n\n\n\u003cp>Although Esprit’s medical conditions required in-home care and schooling, Willingham and his family experienced many of the common failures and triumphs of the U.S. special education system. They dealt with the frustration that comes with “tangling with bureaucracy,” but also benefited from interactions with educators and therapists who were “working very, very hard under very difficult circumstances trying to help children,” Willingham said.\u003c/p>\n\n\n“We frequently marveled that anyone was able to navigate through this system,” especially families without a stay-at-home parent, Willingham said.\n\u003ch2>\u003cstrong>Paraeducators and classroom staffing\u003c/strong>\u003c/h2>\n\n\n\u003cp>Classroom staffing can be an issue, according to Jarvi, and at previous schools he found himself spending a lot of time each week training paraeducators.\u003c/p>\n\n\n\n\u003cp>“On top of working with the kids, I’m training adults … you hope that they get it the first time,” but they don’t always, and this takes time away from individualized instruction, Jarvi said of his past experiences. He now works with experienced paraeducators who have made a big difference.\u003c/p>\n\n\n\n\u003cp>Paraeducators are recognized by many states as essential to the K-12 classroom. And for some, like Lemons, the Stanford professor, the idea of paraeducators in the classroom is promising. This is not only because there are more paraeducators than special education teachers in the public school system, but also because they are with students throughout the entire school day, including in special education and general education classrooms, Lemons said.\u003c/p>\n\n\n\n\u003cp>In the U.S. paraeducators only need a high school diploma, and “in many districts, [paraeducators] receive the least amount of training, the least amount of support; they’re paid the least, but in many ways, they’re kind of the cog in the system that makes everything work, especially for kids with more extensive support needs,” Lemons said.\u003c/p>\n\n\nSo far, Copper Island has had a positive experience with their paraeducators because of their willingness to go through the extra training and credentialing that the school requires outside of Michigan’s academic standards, according to Laho. The school’s paraeducators are trained on Orton-Gillingham or Morphology, which are touted for their detailed and unique approach to literacy education, especially for students who struggle. Laho said having paraeducators trained in these two methods allows for flexibility “to use multiple different people to attack a problem.”\n\u003ch2>\u003cstrong>Trust in special education teachers\u003c/strong>\u003c/h2>\n\n\n\u003cp>In Finland, conversations between special education teachers and general education teachers happen on a regular basis, and pedagogical approaches to addressing all student learning are shared.\u003c/p>\n\n\n\n\u003cp>For Walker, the special education teacher who assisted in his Finnish classroom was seen as an “instructional coach who’s not at a higher level than the general ed teacher, but is still this trusted colleague … who has specialized knowledge in assisting kids who need more support in the classroom.”\u003c/p>\n\n\n\n\u003cp>A second set of discerning eyes can go a long way. Knowing that he wasn’t alone in providing attentive and individualized instruction for students with IEPs or those who needed a little bit of extra help with a specific subject matter was a relief to Walker. This practice of part-time, in-classroom special education instruction also allowed for Walker to exercise intellectual humility. He acknowledged that the special education teacher’s presence in his classroom two times per week exposed growth areas to better meet student needs, a ritual that he welcomed.\u003c/p>\n\n\n\n\u003cp>“For a lot of teachers out there, especially in the United States — when they don’t have this type of [inclusive] model — it’s very easy for you to feel alone in your classroom,” Walker said.\u003c/p>\n\n\n\n\u003cp>These types of experiences have roots in teacher training programs.\u003c/p>\n\n\n\n\u003cp>In the U.S., “typically, teachers who are trained to be general education teachers receive way too little training related to supporting kids with disabilities,” said Lemons, pointing out that some graduate schools of education, like Stanford’s, offer only one course focused on students with disabilities to elementary teacher candidates. On top of that, he said there’s almost zero training on how general education teachers can build effective working relationships with special education teachers.\u003c/p>\n\n\n\n\u003cp>Even at Copper Island, where teachers are trained in differentiation, general education teachers have had some trepidation about approaching differentiated learning practices. But experts like Gervais are available and willing to work with general education teachers to adjust their lessons so that everyone can learn with their peers.\u003c/p>\n\n\n\n\u003cp>“I told every one of them, ‘I will gladly show you because in special ed you learn to differentiate anything that’s thrown at you,’” Gervais said.\u003c/p>\n\n\n\n\u003cp>And offering to help general education teachers with differentiating their work also benefits other students outside of special education.\u003c/p>\n\n\n“We don’t just teach to that middle student. It helps everybody,” Gervais said.\n\u003ch2>\u003cstrong>Brain breaks for everyone, outside\u003c/strong>\u003c/h2>\n\n\n\u003cp>Like schools in Finland, Copper Island prioritizes outdoor time for all students, which happens at a greater frequency than a typical U.S. school. This was one of the major draws for Dan and his family, and regular outdoor time during the school day has helped Oliver come out of his shell, connect with friends and focus in the classroom, Dan said.\u003c/p>\n\n\n\n\u003cp>But time outside at this school doesn’t just happen during recess and lunch; it happens every 45 minutes for 15 minutes at a time. This is Copper Island’s version of “brain breaks” — a tried and true method of allowing for, typically, classroom time spent away from academic subjects.\u003c/p>\n\n\n\n\u003cp>Brain breaks are used in both American and Finnish schools, but the way that Copper Island does brain breaks is different from most U.S. schools. Typically, brain breaks in American classrooms are occasional, very short, in-class and not necessarily physical.\u003c/p>\n\n\n\n\u003cp>Brain breaks at Copper Island are always spent outside — rain or shine or snow — and they happen seamlessly at all grade levels. When the brain break begins, students walk quietly through the hallways and out into the schoolyard. Once the break is over, a whistle is blown, and the students quickly and quietly pile through the school’s back doors, returning to their classrooms with minimal prompting.\u003c/p>\n\n\n\n\u003cp>Usually, moments of transition like these are a stress point for teachers, who are tasked with managing energetic or even disengaged students itching to get away from the lesson plan, and then coaxing them back into the lesson plan. It might even be unfathomable to some teachers across the U.S. to get all students outside for a brain break and then settled and back into the classroom, all within 15 minutes, multiple times per day.\u003c/p>\n\n\n\n\u003cp>But there wasn’t any yelling or running down hallways to get to a brain break at Copper Island when I visited. And when asked, teachers repeatedly brushed off any potential stress or anxiety around transitions in and out of brain breaks. It turns out these breaks aren’t just good for students, they’re good for the teachers too, who spend most of their classroom time executing highly engaged and individualized lesson plans for all of their students.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/edvF_AJXU5I'\n title='//www.youtube.com/embed/edvF_AJXU5I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/div>\u003c/figure>\n\n\n\n\u003cp>There’s only one rule during brain breaks at Copper Island Academy — sports balls aren’t allowed. “The minute that you give a sports ball to somebody, you put rules and limitations on [their play],” Laho said.\u003c/p>\n\n\n\n\u003cp>Instead, kids in elementary school are encouraged to play with each other and throughout the various outdoor spaces, like their play structure, the perimeter of surrounding woods, in the garden or on the structure made of industrial-sized rubber tires.\u003c/p>\n\n\nSports balls are reintroduced during brain breaks for middle schoolers, who Laho said might need additional motivation to move their bodies and spend time outdoors.\n\u003ch2>\u003cstrong>Can Copper Island be replicated? It depends\u003c/strong>\u003c/h2>\n\n\n\u003cp>Calumet and the surrounding Houghton County area are a pocket of the U.S. that has preserved old town Americana charm, for better or for worse. Some people don’t lock their front doors, and they leave their keys in their cars when they are away, just in case someone needs to borrow them. The people are kind and welcoming, and very quick to recommend their claim to fame: the meat pasty. And Copper Island Academy reflects these unique traits.\u003c/p>\n\n\n\n\u003cp>The families in the community had worried that the Finnish model in a location with such an overwhelmingly large population of people with Finnish heritage would be seen as exclusionary.\u003c/p>\n\n\n\n\u003cp>According to Laho, the diversity at Copper Island Academy reflects that of the surrounding area.\u003c/p>\n\n\n\n\u003cp>“So far we haven’t seen any discrepancies between, you know, one demographic or another,” Laho said about student academic achievement and behavioral data.\u003c/p>\n\n\n\n\u003cp>The school has also made a significant effort to support teachers beyond their professional development days with Walker and more than what you might find in an average American public school classroom.\u003c/p>\n\n\n\n\u003cp>Something fundamental took place during the pandemic, Walker said. In the scramble to overhaul in-person learning to virtual learning, along with the pressure to mitigate learning loss, teachers started to publicly acknowledge their dismal working conditions, Walker said. And American society took notice, too.\u003c/p>\n\n\n\n\u003cp>“There was something about COVID that broke many educators,” he said.\u003c/p>\n\n\n\n\u003cp>But paying attention to teacher well-being in a holistic manner at Copper Island has paid off. The school’s baby pilot program allows new mothers, who are only allotted 12 weeks of unpaid maternity leave by federal standards, to ease their way back into teaching full time again after having a baby. On certain days, babies are allowed in the classroom, and teachers meet their hours without having to choose continuous, outsourced child care for their infants.\u003c/p>\n\n\n\n\u003cp>The teachers also created a support group they call “Tsemppiä,” a Finnish word that doesn’t have a direct translation, but one that Walker compared to terms like “godspeed” or “strength” and is used in Finland as a word of encouragement. And the Tsemppiä group at Copper Island does just that — it exists as a support group made by and for teachers experiencing difficulties in their personal lives.\u003c/p>\n\n\n\n\u003cp>Although Tsemppiä was established before Walker came on as an educational consultant, he quickly recognized its purpose from his days teaching in Finland. The U.S. has a habit of creating and encouraging “super teachers,” Walker said — individuals who exceed, above and beyond, which harbors competition to be “the best.” In his experience, “super teachers” don’t really exist in Finland, Walker said, and instead there’s more of a spirit of teamwork and collaboration between teachers. The adoption of this part of Finnish culture is a big part of why Copper Island has been able to be so successful, Walker said.\u003c/p>\n\n\n\n\u003cp>Additionally, the administrators don’t seem to hover at Copper Island; rather, as Laho said, they trust their teachers to get their work done. If lesson planning needs to happen at home, then that works for the school administrators. If teachers need to leave the building with the students at 3:20 p.m. when the school day is over, that also works.\u003c/p>\n\n\n\n\u003cp>Copper Island Academy experiences the everyday limitations that many American schools and educators face. “I wish we could pay our teachers what they’re worth financially,” said Laho, adding that the school does “find ways to leverage what [they do] have to help” their teachers in other ways.\u003c/p>\n\n\n\n\u003cp>“We want to try to find ways to support the teachers in what they’re doing, knowing that we’re asking them to do a lot within our model,” Laho said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1262\" height=\"1618\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184.png\" alt=\"Man smiling for portrait\" class=\"wp-image-66185\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184.png 1262w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-160x205.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-768x985.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/MS_CIA_MattLaho_headshot2-e1773379757184-1198x1536.png 1198w\" sizes=\"auto, (max-width: 1262px) 100vw, 1262px\">\u003cfigcaption class=\"wp-element-caption\">Copper Island Academy co-founder Matt Laho. (Marlena Jackson-Retondo)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>As for students, the school has put into place measures to encourage their belonging in the community. Students are grouped intentionally in classrooms, which gives them the opportunity to work and play with the peers that they may not organically gravitate toward, Laho said. This practice of belonging and empathy extends throughout the school culture, both in the classroom, outdoors and in the community, Laho said.\u003c/p>\n\n\n\n\u003cp>And when Dan is out in the neighborhood with his son, or at a local hockey game, all of the hard work that Oliver and his teachers have done to face challenging social situations has paid off. Now, when Oliver sees someone familiar outside of school, “[he] always points out, ‘Hey, there’s my friend from school’ or ‘there’s my teacher,’” Dan said.\u003c/p>\n\n\n\n\u003cp>He described enrolling Oliver in Copper Island as one of the best decisions he’s recently made and is glad he did it.\u003c/p>\n\n\n\n\u003cp>“I think that connection between the students and the students and their and their teachers is really great,” he said. “Really, really great.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-audio\">\u003caudio controls src=\"https://playlist.megaphone.fm?e=KQINC6353911588\">\u003c/audio>\u003c/figure>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In recent years, public interest in school boards has dropped, and what we do hear about usually has to do with a meeting gone rogue. And voter turnout for school board elections remains really low at an average of about 10 percent.\u003c/p>\n\u003cp>Scott R. Levy, a lecturer at Harvard’s Graduate School of Education, argues that this is an issue worth paying attention to because restoring power to school boards would hold the answer to public education reform and create true positive change.\u003c/p>\n\u003cp>Levy spent the first 20 years of his professional career as an investment banker, but he left his job on Wall Street after volunteering at his kids’ public school. That’s where he fell in love with the world of school governance. In 2015 he won his first elected seat on a school board, a seat that he held for the next 10 years.\u003c/p>\n\u003cp>In this episode we discuss his new book, “\u003ca href=\"https://mitpress.mit.edu/9780262552721/why-school-boards-matter/\">Why School Boards Matter: Reclaiming The Heart of American Education and Democracy.\u003c/a>”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5042213997\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> So just to get us launched into the topic, can you give me a brief and basic explanation of the configuration and function of a school board?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Sure. So think of the board as a governance body. The board is not supposed to be running the schools day to day. Anytime you see a board member as a person running the school day to day, that’s a problem. They’re there to oversee budget allocation and to think about policy and think about strategic priorities and to ultimately choose a superintendent and then manage the superintendent.\u003c/p>\n\u003cp>I think it’s safe to say that there are very few people that are doing school board service for the money because it really is a labor of love. Board members come from all walks of life. There’s really no requirements per se, other than you have to be 18 years old in most places. You have to be a citizen and be able to vote and you have to certainly have residency in that community. So there are some restrictions, but otherwise it’s open to anyone.\u003c/p>\n\u003cp>You don’t need to have a student in the public schools. It could be that their kids attend private school. There aren’t rules around that. And so it’s really meant to be little “d” democracy. It’s whoever the public believes should be in that seat. In a school board, you really don’t have power over who’s serving with you. It’s decided by the public as it should be through the voting process.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You state in the introduction of your book that school boards are the vital organ for education decision making. Why do you think that there seems to be this broad lack of awareness or misunderstanding about how a school board might serve the public?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Well, I’ll tell you a story about when I first won my local election and became a school board member. I was walking down the street in my town and I got stopped by somebody that I knew. And they came up to me and they said, “Oh, congratulations, Scott. I heard you won the school board race. And that’s great because I’m going to be watching you on the web because, you know, the meetings are streamed so that any citizen can watch the meetings.” And I was really excited. I’m like, “wow, somebody actually watches these meetings.” And then he went on to say, yeah, yeah. I’ve been having trouble falling asleep. And so it’s super helpful to watch these meetings, because they’re really boring.\u003c/p>\n\u003cp>And many board meetings are somewhat routine. And that may be why there’s not a lot of attention on it. You’re going through budget line items, and it’s very technical. But I think, certainly, things changed in 2020 when COVID hit. And there were a lot of extremely important decisions that had to be made, and they had to be made very quickly. And they were decisions that there was a lot of attention over. And so the spotlight started to shine on school board rooms where a lot of these debates were happening. And then ever since 2020, there have been this constant stream of issues that have been adjudicated in boardrooms that have gotten a lot of attention.\u003cem> \u003c/em>\u003c/p>\n\u003cp>So I think now people have more awareness, but having said that, people are, I think, generally focused on the clips that we may see on social media that sometimes have millions of hits where there’s arguments and they’re talking about really contentious cultural issues that divide us. But at the end of the day, if you walk into most school board meetings, whether it’s policy, budget. High level curriculum decisions, you’re focusing on various programs and initiatives. That’s what most of the discussion will be about.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That’s the gist that I get. I’ve seen those viral moments online, but when I have clicked into a live stream of a school board meeting, it is probably what most might say is a mundane meeting of a couple folks in the room trying to make decisions. Maybe a couple people show up.\u003c/p>\n\u003cp>It’s only recent, and when I say recent, recent in American history that school boards have lost some of their power, sometimes due to school reform policy. Can you explain some of that historical significance of this loss of power and where the power that school boards used to hold has now been delegated to?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Absolutely. It’s so interesting when you look back to early American history, school boards existed and they did absolutely everything. The states would ultimately have power to be responsible for public education, but they delegated authority to school boards to not only govern the schools, but even do the administration work because back in early days there was not even a superintendency.\u003c/p>\n\u003cp>And now in the days that we’ve seen of the 21st century, to your point, there’s been an incredible shift of power to states, mostly, and to some extent, the federal government. And there’s some really good and legitimate reasons for this.\u003c/p>\n\u003cp>Think about Brown versus Board of Education, where from a civil rights perspective, the federal judiciary decided to step in and make things right because it wasn’t happening correctly at the local level and there was inequity. Think about the way schools are funded, which historically was property taxes, where in many states there were communities that just simply could not fund the public schools to any sort of a basic level. So in many respects, there were a series of lawsuits that came about that really, you know, demanded that the state step in and be that equilibrating mechanism to fund schools to a level where students are getting a very appropriate public education, regardless of where they live. And so there are a lot of good reasons.\u003c/p>\n\u003cp>Then there are also probably some more sinister reasons. Education is a very large component of our economy. People care deeply about education. It affects a lot of families. And so certainly governors, legislators at the state level and at the federal level, look at that and say, ooh, maybe I should also be charged with having a role in education. So a lot the power has shifted to state and federal players. So I think we all need to step back and think about the fact of whether or not we agree with the particular approach any state is taking. Is that the right mechanism to have all that happen at the state level?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I also just wanted to ask you very quickly about the power that school boards hold after the dismantling of the Department of Education.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>I think there’s been a general sense that when certainly the current administration, the Trump administration, they were campaigning, they’re campaigning on pushing a lot of power back to states and localities, which in many respects would be commensurate with my thesis of how local districts should have a degree of autonomy. And boards are really important and can do a lot of good in trying to steer American education in a positive direction.\u003c/p>\n\u003cp>But I think what we’ve certainly seen over the last bunch of months is a continuation of the fact that the federal government is quite involved. So regardless of what we hear about the Department of Education shrinking or potentially being abolished, we’ve seen examples of where the federal government has certainly exerted power in places that they see something they don’t like. And I think that’s what we’ve seen in many administrations.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> I wanted to ask about education reform policy and some of the tensions that we see between these big reforms that might happen, one that just always sticks in my mind as common core. What would you say to someone, and I’m talking about voters, who believe that reform policy is the way forward and have kind of lost faith in the school board as an institution.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>The first thing I would say is that school boards are far from perfect. And there are many boards that certainly make decisions that many of us may look at and say are flawed. And I think there’s no perfect system to govern schools. Having said all that, I think in my mind, school boards are the place where governance can happen in a way that involves the community. And also provides a deep understanding of the district itself, because school boards are part of the districts.\u003c/p>\n\u003cp>At the end of the day, districts are very different in this country and they don’t have the same problems. You may have a district that has enrollment that’s dramatically increasing. You may have a district next door that has declining enrollment. That means incredibly different things in terms of how to manage a budget, how to manage operations, how to manage personnel. You could have a district in the same county that is in the 99th percentile in academic outcomes but has a stress and anxiety issue in their high school. And then the district next door might be below proficiency in math and reading. And you need to think about solutions that are very different in those two schools. And it’s extremely hard, I think, to come up with good one-size-fits-all policies that are gonna solve all our problems. And if you do, inevitably, you’re going to hit a roadblock.\u003cem> \u003c/em>\u003c/p>\n\u003cp>When the local communities aren’t vested in these programs, in these policies, and we see time and time again, Common Core being an example where it backfires. Because I think it’s so important to have people on the ground that are going to be affected be part of the process to come up with, ultimately, the solutions. And so that’s why I keep coming back to the fact that with all of its flaws, school boards are places that I think we should invest in. So if we started to focus our reform attention there, I actually think we could do a lot of good. And the funny thing is that reformers have looked at every place in the universe except for school boards.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You brought up something that kind of reminded me of a huge issue that I hear from, and I think a lot of people have heard from educators when it comes to education reform policy is that the experts who are the teachers in the classroom are not being consulted for these massive changes, or they are not been consulted in the ways that, you know, I think most of them would feel is appropriate.\u003c/p>\n\u003cp>Can you talk a little bit about the partnership that teachers and educators might have with school boards on the granular level where teachers don’t have to remain in this frustrated state of not seeing any change or not seeing any trust in their expertise or professionalism.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Yes. And I will start by saying that my mom was a kindergarten teacher in public school for over 30 years and I talked to her a lot about what her experience was like when I first became a school board member and ever since then I’ve looked at a lot of the research on teacher attrition and teacher satisfaction which should trouble all of us because the numbers are as we know not what they should be for a profession that’s so noble and and so important. And I think that one of the things that always comes out of studies that are done is the lack of autonomy that teachers feel, to your point, that their expertise isn’t valued, that they don’t have a say over what they’re doing.\u003c/p>\n\u003cp>And one of things that I talk about in my book is initiative fatigue. And it’s something that I always knew about because corporations have initiative fatigue, but when I got to education and my mom told me about this, I realized it was at a different level. And by the time you get to a classroom, if you think about all of the people that throw initiatives at schools, you have federal initiatives, you have state legislative initiatives, you have governors that come in with initiatives, every state has of course a regulatory body, a state school board in New York State and California, we have the regions, and they have initiatives. Then you have board members and the board as a whole that have initiatives, you have administrators at the centralized level, and then of course you have building administrators. And so that’s true. It’s very suffocating.\u003c/p>\n\u003cp>And so one of the things I talk about is how, again, if we try to be mindful of getting a better balance between state, federal, and local control, where the local governance entity does have more say over initiative flow, and then you had boards that were thoughtful about having a reasonable number of initiatives at any one time, I think naturally what’s gonna happen is that teachers have a better voice. Because a good board knows that board members are not professional educators and boards have to listen to administrators and teachers in their district. When decisions are made up above, it’s incredibly hard. You might have a committee of a teacher from here and a teacher from there, but we know that it’s not a grassroots effort when a decision’s made at a state or even a national level.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain what it takes to establish and maintain that relationship between local teachers and the school board? What does that look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>With teachers in particular, if you think about it, boards often have committees, and committees might have representation of teachers and of administrators from different buildings. That’s one way that there could be a really good dialog. There’s often groups like, for instance, the PTA, where you’ll have teachers, and you’ll have parents together, and board members can be a liaison to that group or present, and update on what’s going on at the district level.\u003c/p>\n\u003cp>In many districts, there’s a tradition of board members visiting schools once a year. So you get to maybe go into a classroom and see what’s going on. You would never do that every day, but to do that, to get a sense and a flavor for what’s happening in classrooms, that’s an amazing way to do it as well. Some districts have maybe the board president address teachers once a year. And that’s a really interesting and helpful way, I think also to build a relationship. So there are many ways and it’s important. It’s super important.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>So we just talked about partnership between educators and school boards, and you do say in your book that school boards are a mechanism for parent influence. Can you explain that mechanism, what that might look like coming from a parent who has maybe never voted in a local election, seeing an issue with their school and then becoming involved? What does that pathway look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So one of the things that I did, which I think was the most fun when I was researching for the book was I went back into the archives and I did ask the question, it seems like there are so many scenes around the country of very angry parents really yelling and screaming at school boards, has it always been this way or is this something new? And there’s no doubt what I found when you look back is that there have always been points in history where you’ve seen parent anger come out. And I think there’s a very natural question that underlies all of these battles, which is where is the line between parent rights and government control? And I do think that sometimes we’re very quick to either dismiss or to re-emphasize some parent point that is being espoused. But all of us, if we sat in the room and we polled 10 of us, let’s say, and we said, okay, where is that line? We might delineate that line at a slightly different point.\u003c/p>\n\u003cp>So if you go back to the early 1900s, and I do this in my book, and it’s quite extraordinary, you could see the same exact language being used by parents at school board meetings saying, you can’t vaccinate my kids. If you vaccinate, my kids, you’re violating my rights and their rights, and you’re evaluating my constitutional rights. And they were doing that over the smallpox vaccine. And during COVID, we saw the same thing around the COVID vaccine. And that’s just one example. And so throughout American history, we’ve had this tension. So I think it’s very natural.\u003c/p>\n\u003cp>I think the other bit of tension is indoctrination versus education. Where is that line? And so I think we just have to have a little bit of grace in a way. And I think, the best we could do is say that sometimes people are going to be disagreeing on these subjects. And how do we want to resolve them? I think there’s no better way than with full transparency. In your local community. I think the other piece of your question, though, is if I’m a parent and I’m angry about something, what do I do? Start out, if it’s an issue in a classroom, with the teacher. Go to the teacher, have a conversation, and if that doesn’t work and you’re not satisfied, of course you have the right to talk to the principal or talk to the assistant principal. And if you’re still very unsatisfied, then you can bring it up, but you really don’t want to jump to the school board over the backs of many teachers, administrators that then will not have a chance to solve that problem with you first. If it’s an issue about, let’s say policy or budget allocation that clearly falls in the realm of the board, then of course, um, you have every right to go to the board, but you can also call a board member. If you see a board member at a soccer match or in church, you can certainly have discussions about things that are on your mind and air them, and then of course you have that right to be part of the public comment period too.\u003c/p>\n\u003cp>And the other thing that I would also add which is I think something that you always have to think about when you’re a school board member is If somebody comes to public comment and they express concern about a particular issue You always want to listen. It’s incredibly important to listen and to decide, um, you know whether you understand that viewpoint whether you agree with that viewpoint or not, but you don’t know for sure whether or not that viewpoint is 1% of your community or whether it represents 65% of your community. And I just believe that you have to be in touch with your community in lots of different ways and just have lots of data points so that you do get a sense of what the sentiment is like out there.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Also, speaking of parent influence, we’ve seen a lot of what I think would have been referred to as fringe movements of charter schools and homeschooling. We’re seeing that become a lot more mainstream, not just to talk about, but to practice. And obviously, the system of charter schools is becoming heavily influenced by school systems and there is a relationship between school boards. Charter schools, and also homeschooling.\u003c/p>\n\u003cp>So can you kind of explain some of the influence or partnership that school boards have on those types of systems, and what people and voters can pay attention to when it comes to those educational practices?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Particularly with charter schools, the rules are different depending on what state you’re in. And sometimes school boards have a very influential role in whether or not a charter school can exist. And in other cases, the school board may have absolutely no power and no say. And really what happens is the charter decision is made more centrally at the state level by maybe the state board or one of the state entities.\u003c/p>\n\u003cp>I also think that there are a lot of interesting implications when you think about this long term. And I’ll give you one case study that happened in New York that I think could be an interesting microcosm of the situation that can happen in other parts of the country if you fast forward 10, 20 years from now and school choice and vouchers become more commonplace. And it’s actually a district that I attended when I was a kid and now is governed by board, the majority of whom send their kids to private school and it’s created an incredibly complex situation where there is a tremendous rift and rift is an understatement between the public school community and the private school community around the way the public district is being managed. On the one hand these are people that pay taxes and they have every right to, you know, run for school board and they’re winning the elections fair and square. On the other hand, you have individuals that are making decisions about a public school system, where many in the public school community argue are not in the best interest of public school students. And so there’s just incredible amounts of tension. And so you can see this being something that could happen in many communities down the road, if we have many, many more students that are not in the public system, and you might have the preponderance of voters that are in the not public system.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanted to end on something that maybe is a little bit uplifting and positive and what you hope to see. Who should care about school boards or how should they care?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So to end on a positive note, I think that one thing that I would think that all listeners may agree with is that when we look at our national politics, regardless of what side you’re on, I think it is clear that we have more polarization than we’ve ever had in recent history. And I do believe that when we look at local school districts, the reason that everybody should care is because they are a mechanism to potentially reduce polarization.\u003c/p>\n\u003cp>On the one hand, I know we see these scenes of people fighting in boardrooms here, like, how could they reduce polarization? It looks like boardrooms are incredibly polarized. But I would contend that they are the one place where people that have differences of opinion actually come together in person. And because everything is transparent and because local community members have a voice at the microphone, people can actually express their view. And if that view is diametrically different, others have to listen. And there is something incredibly American about that.\u003c/p>\n\u003cp>And I think that there’s this healing process in the fact that we can unify around what happens in a school board room, which is that people of all walks of life that have very different political beliefs can come express their view and have to be listened to. And maybe, just maybe we can realize that sometimes people with very opposing views from a policy perspective might be both coming from a good place, it’s just different places.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> This does seem like a giant lesson in civics. I really appreciate your time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Oh, it’s my pleasure being with you.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In recent years, public interest in school boards has dropped, and what we do hear about usually has to do with a meeting gone rogue. And voter turnout for school board elections remains really low at an average of about 10 percent.\u003c/p>\n\u003cp>Scott R. Levy, a lecturer at Harvard’s Graduate School of Education, argues that this is an issue worth paying attention to because restoring power to school boards would hold the answer to public education reform and create true positive change.\u003c/p>\n\u003cp>Levy spent the first 20 years of his professional career as an investment banker, but he left his job on Wall Street after volunteering at his kids’ public school. That’s where he fell in love with the world of school governance. In 2015 he won his first elected seat on a school board, a seat that he held for the next 10 years.\u003c/p>\n\u003cp>In this episode we discuss his new book, “\u003ca href=\"https://mitpress.mit.edu/9780262552721/why-school-boards-matter/\">Why School Boards Matter: Reclaiming The Heart of American Education and Democracy.\u003c/a>”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5042213997\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> So just to get us launched into the topic, can you give me a brief and basic explanation of the configuration and function of a school board?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Sure. So think of the board as a governance body. The board is not supposed to be running the schools day to day. Anytime you see a board member as a person running the school day to day, that’s a problem. They’re there to oversee budget allocation and to think about policy and think about strategic priorities and to ultimately choose a superintendent and then manage the superintendent.\u003c/p>\n\u003cp>I think it’s safe to say that there are very few people that are doing school board service for the money because it really is a labor of love. Board members come from all walks of life. There’s really no requirements per se, other than you have to be 18 years old in most places. You have to be a citizen and be able to vote and you have to certainly have residency in that community. So there are some restrictions, but otherwise it’s open to anyone.\u003c/p>\n\u003cp>You don’t need to have a student in the public schools. It could be that their kids attend private school. There aren’t rules around that. And so it’s really meant to be little “d” democracy. It’s whoever the public believes should be in that seat. In a school board, you really don’t have power over who’s serving with you. It’s decided by the public as it should be through the voting process.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You state in the introduction of your book that school boards are the vital organ for education decision making. Why do you think that there seems to be this broad lack of awareness or misunderstanding about how a school board might serve the public?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Well, I’ll tell you a story about when I first won my local election and became a school board member. I was walking down the street in my town and I got stopped by somebody that I knew. And they came up to me and they said, “Oh, congratulations, Scott. I heard you won the school board race. And that’s great because I’m going to be watching you on the web because, you know, the meetings are streamed so that any citizen can watch the meetings.” And I was really excited. I’m like, “wow, somebody actually watches these meetings.” And then he went on to say, yeah, yeah. I’ve been having trouble falling asleep. And so it’s super helpful to watch these meetings, because they’re really boring.\u003c/p>\n\u003cp>And many board meetings are somewhat routine. And that may be why there’s not a lot of attention on it. You’re going through budget line items, and it’s very technical. But I think, certainly, things changed in 2020 when COVID hit. And there were a lot of extremely important decisions that had to be made, and they had to be made very quickly. And they were decisions that there was a lot of attention over. And so the spotlight started to shine on school board rooms where a lot of these debates were happening. And then ever since 2020, there have been this constant stream of issues that have been adjudicated in boardrooms that have gotten a lot of attention.\u003cem> \u003c/em>\u003c/p>\n\u003cp>So I think now people have more awareness, but having said that, people are, I think, generally focused on the clips that we may see on social media that sometimes have millions of hits where there’s arguments and they’re talking about really contentious cultural issues that divide us. But at the end of the day, if you walk into most school board meetings, whether it’s policy, budget. High level curriculum decisions, you’re focusing on various programs and initiatives. That’s what most of the discussion will be about.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That’s the gist that I get. I’ve seen those viral moments online, but when I have clicked into a live stream of a school board meeting, it is probably what most might say is a mundane meeting of a couple folks in the room trying to make decisions. Maybe a couple people show up.\u003c/p>\n\u003cp>It’s only recent, and when I say recent, recent in American history that school boards have lost some of their power, sometimes due to school reform policy. Can you explain some of that historical significance of this loss of power and where the power that school boards used to hold has now been delegated to?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Absolutely. It’s so interesting when you look back to early American history, school boards existed and they did absolutely everything. The states would ultimately have power to be responsible for public education, but they delegated authority to school boards to not only govern the schools, but even do the administration work because back in early days there was not even a superintendency.\u003c/p>\n\u003cp>And now in the days that we’ve seen of the 21st century, to your point, there’s been an incredible shift of power to states, mostly, and to some extent, the federal government. And there’s some really good and legitimate reasons for this.\u003c/p>\n\u003cp>Think about Brown versus Board of Education, where from a civil rights perspective, the federal judiciary decided to step in and make things right because it wasn’t happening correctly at the local level and there was inequity. Think about the way schools are funded, which historically was property taxes, where in many states there were communities that just simply could not fund the public schools to any sort of a basic level. So in many respects, there were a series of lawsuits that came about that really, you know, demanded that the state step in and be that equilibrating mechanism to fund schools to a level where students are getting a very appropriate public education, regardless of where they live. And so there are a lot of good reasons.\u003c/p>\n\u003cp>Then there are also probably some more sinister reasons. Education is a very large component of our economy. People care deeply about education. It affects a lot of families. And so certainly governors, legislators at the state level and at the federal level, look at that and say, ooh, maybe I should also be charged with having a role in education. So a lot the power has shifted to state and federal players. So I think we all need to step back and think about the fact of whether or not we agree with the particular approach any state is taking. Is that the right mechanism to have all that happen at the state level?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I also just wanted to ask you very quickly about the power that school boards hold after the dismantling of the Department of Education.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>I think there’s been a general sense that when certainly the current administration, the Trump administration, they were campaigning, they’re campaigning on pushing a lot of power back to states and localities, which in many respects would be commensurate with my thesis of how local districts should have a degree of autonomy. And boards are really important and can do a lot of good in trying to steer American education in a positive direction.\u003c/p>\n\u003cp>But I think what we’ve certainly seen over the last bunch of months is a continuation of the fact that the federal government is quite involved. So regardless of what we hear about the Department of Education shrinking or potentially being abolished, we’ve seen examples of where the federal government has certainly exerted power in places that they see something they don’t like. And I think that’s what we’ve seen in many administrations.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> I wanted to ask about education reform policy and some of the tensions that we see between these big reforms that might happen, one that just always sticks in my mind as common core. What would you say to someone, and I’m talking about voters, who believe that reform policy is the way forward and have kind of lost faith in the school board as an institution.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>The first thing I would say is that school boards are far from perfect. And there are many boards that certainly make decisions that many of us may look at and say are flawed. And I think there’s no perfect system to govern schools. Having said all that, I think in my mind, school boards are the place where governance can happen in a way that involves the community. And also provides a deep understanding of the district itself, because school boards are part of the districts.\u003c/p>\n\u003cp>At the end of the day, districts are very different in this country and they don’t have the same problems. You may have a district that has enrollment that’s dramatically increasing. You may have a district next door that has declining enrollment. That means incredibly different things in terms of how to manage a budget, how to manage operations, how to manage personnel. You could have a district in the same county that is in the 99th percentile in academic outcomes but has a stress and anxiety issue in their high school. And then the district next door might be below proficiency in math and reading. And you need to think about solutions that are very different in those two schools. And it’s extremely hard, I think, to come up with good one-size-fits-all policies that are gonna solve all our problems. And if you do, inevitably, you’re going to hit a roadblock.\u003cem> \u003c/em>\u003c/p>\n\u003cp>When the local communities aren’t vested in these programs, in these policies, and we see time and time again, Common Core being an example where it backfires. Because I think it’s so important to have people on the ground that are going to be affected be part of the process to come up with, ultimately, the solutions. And so that’s why I keep coming back to the fact that with all of its flaws, school boards are places that I think we should invest in. So if we started to focus our reform attention there, I actually think we could do a lot of good. And the funny thing is that reformers have looked at every place in the universe except for school boards.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You brought up something that kind of reminded me of a huge issue that I hear from, and I think a lot of people have heard from educators when it comes to education reform policy is that the experts who are the teachers in the classroom are not being consulted for these massive changes, or they are not been consulted in the ways that, you know, I think most of them would feel is appropriate.\u003c/p>\n\u003cp>Can you talk a little bit about the partnership that teachers and educators might have with school boards on the granular level where teachers don’t have to remain in this frustrated state of not seeing any change or not seeing any trust in their expertise or professionalism.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Yes. And I will start by saying that my mom was a kindergarten teacher in public school for over 30 years and I talked to her a lot about what her experience was like when I first became a school board member and ever since then I’ve looked at a lot of the research on teacher attrition and teacher satisfaction which should trouble all of us because the numbers are as we know not what they should be for a profession that’s so noble and and so important. And I think that one of the things that always comes out of studies that are done is the lack of autonomy that teachers feel, to your point, that their expertise isn’t valued, that they don’t have a say over what they’re doing.\u003c/p>\n\u003cp>And one of things that I talk about in my book is initiative fatigue. And it’s something that I always knew about because corporations have initiative fatigue, but when I got to education and my mom told me about this, I realized it was at a different level. And by the time you get to a classroom, if you think about all of the people that throw initiatives at schools, you have federal initiatives, you have state legislative initiatives, you have governors that come in with initiatives, every state has of course a regulatory body, a state school board in New York State and California, we have the regions, and they have initiatives. Then you have board members and the board as a whole that have initiatives, you have administrators at the centralized level, and then of course you have building administrators. And so that’s true. It’s very suffocating.\u003c/p>\n\u003cp>And so one of the things I talk about is how, again, if we try to be mindful of getting a better balance between state, federal, and local control, where the local governance entity does have more say over initiative flow, and then you had boards that were thoughtful about having a reasonable number of initiatives at any one time, I think naturally what’s gonna happen is that teachers have a better voice. Because a good board knows that board members are not professional educators and boards have to listen to administrators and teachers in their district. When decisions are made up above, it’s incredibly hard. You might have a committee of a teacher from here and a teacher from there, but we know that it’s not a grassroots effort when a decision’s made at a state or even a national level.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain what it takes to establish and maintain that relationship between local teachers and the school board? What does that look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>With teachers in particular, if you think about it, boards often have committees, and committees might have representation of teachers and of administrators from different buildings. That’s one way that there could be a really good dialog. There’s often groups like, for instance, the PTA, where you’ll have teachers, and you’ll have parents together, and board members can be a liaison to that group or present, and update on what’s going on at the district level.\u003c/p>\n\u003cp>In many districts, there’s a tradition of board members visiting schools once a year. So you get to maybe go into a classroom and see what’s going on. You would never do that every day, but to do that, to get a sense and a flavor for what’s happening in classrooms, that’s an amazing way to do it as well. Some districts have maybe the board president address teachers once a year. And that’s a really interesting and helpful way, I think also to build a relationship. So there are many ways and it’s important. It’s super important.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>So we just talked about partnership between educators and school boards, and you do say in your book that school boards are a mechanism for parent influence. Can you explain that mechanism, what that might look like coming from a parent who has maybe never voted in a local election, seeing an issue with their school and then becoming involved? What does that pathway look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So one of the things that I did, which I think was the most fun when I was researching for the book was I went back into the archives and I did ask the question, it seems like there are so many scenes around the country of very angry parents really yelling and screaming at school boards, has it always been this way or is this something new? And there’s no doubt what I found when you look back is that there have always been points in history where you’ve seen parent anger come out. And I think there’s a very natural question that underlies all of these battles, which is where is the line between parent rights and government control? And I do think that sometimes we’re very quick to either dismiss or to re-emphasize some parent point that is being espoused. But all of us, if we sat in the room and we polled 10 of us, let’s say, and we said, okay, where is that line? We might delineate that line at a slightly different point.\u003c/p>\n\u003cp>So if you go back to the early 1900s, and I do this in my book, and it’s quite extraordinary, you could see the same exact language being used by parents at school board meetings saying, you can’t vaccinate my kids. If you vaccinate, my kids, you’re violating my rights and their rights, and you’re evaluating my constitutional rights. And they were doing that over the smallpox vaccine. And during COVID, we saw the same thing around the COVID vaccine. And that’s just one example. And so throughout American history, we’ve had this tension. So I think it’s very natural.\u003c/p>\n\u003cp>I think the other bit of tension is indoctrination versus education. Where is that line? And so I think we just have to have a little bit of grace in a way. And I think, the best we could do is say that sometimes people are going to be disagreeing on these subjects. And how do we want to resolve them? I think there’s no better way than with full transparency. In your local community. I think the other piece of your question, though, is if I’m a parent and I’m angry about something, what do I do? Start out, if it’s an issue in a classroom, with the teacher. Go to the teacher, have a conversation, and if that doesn’t work and you’re not satisfied, of course you have the right to talk to the principal or talk to the assistant principal. And if you’re still very unsatisfied, then you can bring it up, but you really don’t want to jump to the school board over the backs of many teachers, administrators that then will not have a chance to solve that problem with you first. If it’s an issue about, let’s say policy or budget allocation that clearly falls in the realm of the board, then of course, um, you have every right to go to the board, but you can also call a board member. If you see a board member at a soccer match or in church, you can certainly have discussions about things that are on your mind and air them, and then of course you have that right to be part of the public comment period too.\u003c/p>\n\u003cp>And the other thing that I would also add which is I think something that you always have to think about when you’re a school board member is If somebody comes to public comment and they express concern about a particular issue You always want to listen. It’s incredibly important to listen and to decide, um, you know whether you understand that viewpoint whether you agree with that viewpoint or not, but you don’t know for sure whether or not that viewpoint is 1% of your community or whether it represents 65% of your community. And I just believe that you have to be in touch with your community in lots of different ways and just have lots of data points so that you do get a sense of what the sentiment is like out there.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Also, speaking of parent influence, we’ve seen a lot of what I think would have been referred to as fringe movements of charter schools and homeschooling. We’re seeing that become a lot more mainstream, not just to talk about, but to practice. And obviously, the system of charter schools is becoming heavily influenced by school systems and there is a relationship between school boards. Charter schools, and also homeschooling.\u003c/p>\n\u003cp>So can you kind of explain some of the influence or partnership that school boards have on those types of systems, and what people and voters can pay attention to when it comes to those educational practices?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Particularly with charter schools, the rules are different depending on what state you’re in. And sometimes school boards have a very influential role in whether or not a charter school can exist. And in other cases, the school board may have absolutely no power and no say. And really what happens is the charter decision is made more centrally at the state level by maybe the state board or one of the state entities.\u003c/p>\n\u003cp>I also think that there are a lot of interesting implications when you think about this long term. And I’ll give you one case study that happened in New York that I think could be an interesting microcosm of the situation that can happen in other parts of the country if you fast forward 10, 20 years from now and school choice and vouchers become more commonplace. And it’s actually a district that I attended when I was a kid and now is governed by board, the majority of whom send their kids to private school and it’s created an incredibly complex situation where there is a tremendous rift and rift is an understatement between the public school community and the private school community around the way the public district is being managed. On the one hand these are people that pay taxes and they have every right to, you know, run for school board and they’re winning the elections fair and square. On the other hand, you have individuals that are making decisions about a public school system, where many in the public school community argue are not in the best interest of public school students. And so there’s just incredible amounts of tension. And so you can see this being something that could happen in many communities down the road, if we have many, many more students that are not in the public system, and you might have the preponderance of voters that are in the not public system.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanted to end on something that maybe is a little bit uplifting and positive and what you hope to see. Who should care about school boards or how should they care?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So to end on a positive note, I think that one thing that I would think that all listeners may agree with is that when we look at our national politics, regardless of what side you’re on, I think it is clear that we have more polarization than we’ve ever had in recent history. And I do believe that when we look at local school districts, the reason that everybody should care is because they are a mechanism to potentially reduce polarization.\u003c/p>\n\u003cp>On the one hand, I know we see these scenes of people fighting in boardrooms here, like, how could they reduce polarization? It looks like boardrooms are incredibly polarized. But I would contend that they are the one place where people that have differences of opinion actually come together in person. And because everything is transparent and because local community members have a voice at the microphone, people can actually express their view. And if that view is diametrically different, others have to listen. And there is something incredibly American about that.\u003c/p>\n\u003cp>And I think that there’s this healing process in the fact that we can unify around what happens in a school board room, which is that people of all walks of life that have very different political beliefs can come express their view and have to be listened to. And maybe, just maybe we can realize that sometimes people with very opposing views from a policy perspective might be both coming from a good place, it’s just different places.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> This does seem like a giant lesson in civics. I really appreciate your time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Oh, it’s my pleasure being with you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In 2030 all high schoolers in California will be required to have taken a course in personal finance or financial literacy before they graduate high school. And across the U.S., about two thirds of states have already implemented or will soon implement similar requirements in their public schools. But what happens in the interim when Gen Z and Gen Alpha students might be left to rely on other sources of financial education and literacy?\u003c/p>\n\u003cp>\u003ca href=\"https://lillianzhang.com/\">Lillian Zhang\u003c/a>’s new book, “\u003ca href=\"https://lillianzhang.com/book\">The New Money Rules: The Gen Z Guide to Personal Finance,\u003c/a>” offers a reliable and practical source of information for young people thrust into today’s world of finance in the digital age.\u003c/p>\n\u003cp>First of all, it’s important for Gen Z to know that the rules of the game have changed.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3326217469\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>\u003ci>\u003cspan style=\"font-weight: 400;\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nMarlena Jackson-Retondo:\u003c/strong> Something that I wanted to get into first, why Gen Z’s financial life looks different from previous generations. You say, like very early on in the first chapter of the book, “the rules of the game have changed.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I think that’s something that it’s really difficult for people to understand if they’re not growing up in Gen Z or younger. We’ll lump millennials in there too. So what does that mean that the rules of the games have changed in practical terms for Gen Z and older generations trying to understand today’s financial environment?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think a lot of the changes that have happened for Gen Z and millennials, or just a lot of the external factors, look a lot different compared to other generations before. Maybe like 40 years ago, you can live on one income. And now it’s not the case anymore because wages have not increased at the same rate as cost of living has.\u003c/p>\n\u003cp>I’d say also in terms of technology and how it’s much easier to gain access to information, which is a really positive thing, but also can promote impulsive behaviors or misinformation because of the technology. It’s easier for Gen Z now to make a lot of money, but it’s also the generation that can lose a lot of money the fastest. So all those factors combined contributes to how Gen Z is really facing a different reality from previous generations.\u003c/p>\n\u003ch2>\u003cstrong>Money can buy happiness\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>And you kind of say in a soft way that you disagree with the general statement that money doesn’t bring happiness, in quotes. Can you walk me through your stance on seeking security and freedom through personal finance?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, of course. Money is such an integrated part of all of our lives whether or not you think about it on a daily basis there was a previous study from a decade and a half ago that states that the average income needed to be quote happy is around 75,000 but a more recent study says that happiness actually caps off closer to 500,000 a year which is surprising but then at same time, not really surprising.\u003c/p>\n\u003cp>I’ve also questioned this myself in terms of how much money would I need to feel happy and I just think about what are my goals, what are my values like, what do I appreciate spending money on; that’s how I think about it.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think it’s really frustrating for young people to hear older generations say, “You don’t need money to be happy. You don’t need all these things to be happy.” And that’s not the reality when you’re talking about really big financial gaps that a lot of people are facing in the U.S these days. So I really appreciated your openness and your stance on this, especially as a young person that other young people can look up to.\u003c/p>\n\u003ch2>\u003cstrong>FOMO and how to stop comparing yourself to others \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Some of what you talk about in the books is about FOMO or the fear of missing out. You’re an online influencer and you found an unusual amount of financial success for someone in their 20s. What would you say to a young person who follows you and feels like they’re. Quote unquote, falling behind and need to keep up with what you’re doing or maybe with another influencer that they’re seeing.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah i’ve also compared myself to other people as well i think no matter what stage you’re at in your career or in your personal life.I always have to tell myself that the only thing that really matters is if you’ve improved from your past self and everyone’s on their own journey just because someone is 10 steps ahead of you doesn’t mean you should be comparing your first step to someone’s 10 steps…that’s sort of how I’ve Um, positioned it in my head. And so everyone’s just on their own journey. Everyone has different circumstances and situations and it’s not apples to apples comparison.\u003c/p>\n\u003ch2>\u003cstrong>Online safety for digital natives\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We hear a lot about how Gen Z and younger generations are, quote unquote, digital natives. But I don’t think we hear enough about how we can still support younger generations in moments when digital spaces are really hard to navigate.\u003c/p>\n\u003cp>You know, young people are still young people. They’re still learning how to navigate the world, figure out who they are. What are some of your quick tips for online safety, specifically maybe avoiding um, scams online or using safe platforms?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> So yeah, the scams are getting a lot better and something that’s happened to me personally is I would get emails from a PayPal or an Amazon saying like so-and-so was charged on your card. Click now to undo the charge and as usually someone who is pretending to be a company trying to like get to your email address or your personal banking information and that’s something that I think is important to look out for.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think we have this idea that older people are the people that are targeted the most for these types of scams, which they are, but I think also young people are very vulnerable, especially if you have that anxiety about your financial health and you might be learning how to implement impulse control. I know that if I was 16 and I got an email like that, I might automatically click on that link, not even thinking about someone trying to scam.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Oh, yes, that’s definitely true.\u003c/p>\n\u003ch2>\u003cstrong>Financial (dis)advantage\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Okay. So let’s talk about finding financial stability as a young adult. That is a huge topic that contains lots of subtopics and can be super intimidating for a young person to even begin to think about.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Yes.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong> One of the things that really popped out to me is that understanding the inequities of the financial playing field can be really helpful. Especially for young people who might be experiencing that FOMO when it comes to spending money. What would you say to these young people who might not understand that the people who look like they have it all in real life or online are most likely greatly advantaged financially?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>I see this a lot like you mentioned on social media a lot of people post what they’re wearing where they’re going out to eat where they are vacationing and i think for a lot of young people who are aspiring to that lifestyle it can be really easy to compare yourself to what other people are doing and for a lot of people they worked for it. And for some people, they’re not showing how they’re affording it, whether that’s through debt; through their parent sponsorship. There are many factors in which you don’t know how they are doing something unless they tell you.\u003c/p>\n\u003ch2>\u003cstrong>Finding financial stability through internships \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> There’s also a lot of different ways you can go about finding financial stability as a young adult. One of the really great ways that I saw you point out in the book is how internships create a pathway to financial stability, especially for people looking to find a career in the corporate world.\u003c/p>\n\u003cp>Can you talk a little bit about some of the practicalities of finding an internship even when you’re in high school or in the early stages of your post-secondary education? And how that can kind of set you up for some financial success early in your 20s.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so my career path has mostly been the internship and then later on my corporate career, which I am a few years in now.\u003c/p>\n\u003cp>I learned about internships when I was a freshman at college, and so I saw internships as a way to get my foot into the door, and I honestly didn’t really think about the financial aspects of internships because… I do think the main purpose of internships is to gain experience so you can land a higher paying role in the industry you want to be in after college, which is where many people see their real earnings come in.\u003c/p>\n\u003cp>In terms of resources for finding internships, when I was in school, I relied on a lot of networks like LinkedIn. I rely on Handshake, which is sort of like a LinkedIn for finding opportunities, but they’re specifically created for college students. And so I really appreciate the opportunities that I found through Handshake actually. Sometimes like professors or classes have jobs or opportunities that they’re connected to. Also relying on the peers in your school, perhaps the alumni that you can reach out to. Those are some of the tips that I have found super helpful when I was in school.\u003c/p>\n\u003ch2>\u003cstrong>Staying motivated\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about motivation. It’s easy to lose motivation, but especially if you feel like you’re never going to reach your financial goals and especially as a young person whose frontal lobe is not fully developed and you’re just starting to think about your personal finances, you’re starting to learn about future planning. What is a strategy that you like to use when you feel yourself losing motivation to keep your personal finance goals in sight.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, I think it’s really interesting because especially for a lot of young people, we live in the culture of FOMO as well as YOLO culture. So, doing things without thinking long term or not understanding that there is a path long term. And I think a lot us get stuck in the cycle of, oh, I’m not going to hit my goals next year, therefore it’s gone to waste.\u003c/p>\n\u003cp>But we forget to realize that we have a long life ahead of us. And just because we don’t reach our goals next year doesn’t mean that we’re a failure or that we shouldn’t plan for the future and so i think we just need to be more intentional with what do you really want in five years or 10 years.\u003c/p>\n\u003cp>What I do is I’m very adamant on tracking a lot of my progress just like month to month not all the time because I think that can be a little stressful but just like knowing where you’re at and seeing like which parts of this process can I control? And what are other parts of the process that are more external factors that I might have to let go?\u003c/p>\n\u003cp>So I think it’s just understanding your situation and what specific things can you control in the process that will bring you more of that relief around the topic instead of feeling that you don’t have control over that.\u003c/p>\n\u003ch2>The pitfalls of buy-now-pay-later\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about Buy now, pay later. This has been a really big topic over the last couple of years, and I feel like that would be a really enticing tool for especially a young person to use, whether or not they have the finances to keep up with it. What are some of the risks and also rewards associated with these types of payment systems like Klarna or Afterpay.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I’ve never used a buy now pay later service ever and it’s just something that I personally have a negative stance against because I think it can do something that is very dangerous. In a way it makes debt seem cute and it makes it not feel like a big deal because you’re not technically getting charged interest and the payments look smaller. So I think that’s what entices a lot of people.\u003c/p>\n\u003cp>But I mentioned in my book too that it’s kind of like the impulsive behavior that once you start doing something it could unlock something in your brain that it would be okay to do the same process or bnpl service for larger purchases even if you can’t afford it I think that’s the biggest pitfall is spiraling into something bigger than what you perhaps intended it to be be for.\u003c/p>\n\u003cp>And one of the most shocking things I’ve seen online about BNPL is that one of bnpl providers was actually on restaurants like Chipotle. “Get your burrito now and pay it later.” Which I think is really, I’m not sure about that, you know?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Mm-hmm, yeah, that does seem like a really slippery slope.\u003c/p>\n\u003ch2>\u003cstrong>Investing versus gambling\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanna also ask you about making the distinction between investing and gambling, especially when it comes to things like cryptocurrency and meme stock and sports betting that might blur the lines between investing in gambling behaviors.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> When it comes to short-term gambling or investing based on hype it usually involves a high form of luck. It’s not dependent on these specific technicals of how investment would grow over time, it’s more about did you get in at the right time and you get out at the right time. The entry points and the points that you leave is crucial whether or not you lose a lot of money or gain a lot money, and I don’t believe that is the wisest way for most people to build wealth long term.\u003c/p>\n\u003cp>And when you’re investing in something in the long term, you’re investing in the fundamentals of a company or the economy as a whole. And that has its own guardrails. And studies have shown that if you invest for the long term, over a 20 year period, you’re basically guaranteed to profit off your investment.\u003c/p>\n\u003cp>And so I think a lot of people, young people, don’t think about what their life would look like in X many years from now, because a lot of us want that instant gratification, just like when impulse shopping. And a lot of people want to see immediate gains in their money or investment growth. And so we just have to temper our expectations a little.\u003c/p>\n\u003ch2>\u003cstrong>Meme stock versus meme coin\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>In the book, you tell a story about losing money to a risky investment in a meme coin.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I mentioned meme stock.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain to us the difference between the two?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so the theory behind a meme stock and a meme coin is very similar. In the sense that it’s driven up by hype and there’s no real logic behind this particular asset. And so the difference is a stock is basically a portion of a company.\u003c/p>\n\u003cp>So an example like a real stock is like Google, Amazon, Apple, like established public companies, and a meme stock is a stop representing a company that is driven up artificially by media hype, by social hype, with no real logic to why the stock would increase.\u003c/p>\n\u003cp>In a normal situation when a stock increases, it’s because perhaps the product did well in sales. Or the earnings report was good, like something tangible behind that And a meme coin is a similar concept also driven by hype and the media except it’s for cryptocurrency. So digital currency that is worth money if you sell it. It’s driven by urgency in hopes that you will also enter in this investment and the people who actually benefit know when it’s gonna top out and they sell.\u003c/p>\n\u003cp>And most people who get into this lose a lot of money because by the time you hear about it on the news the hype is already over but people still enter when the hype is over there’s no logic behind it.\u003c/p>\n\u003ch2>\u003cstrong>Financial literacy in high school\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about personal finance classes in high school. As of right now, over 30 states, including California, have some sort of ongoing or newly implemented mandate on personal finance class for high schoolers. How do you feel about personal finance classes and high schools and was it something that was offered to you?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think it’s really great that California in particular is paying more attention to this subject. When I was in high school, we had classes like microeconomics and learning about the government and learning personal finance would ha ve been so helpful for me leaving high school going to college or entering the real world because if the schools don’t teach you, a lot of times like kids and teenagers, students don’t know what to seek out because you don’t what you don’t know, right?\u003c/p>\n\u003cp>And so I think introducing it early is going to be super helpful for students. And I saw that California is mandating a course to every high schooler starting in the 2030 to 31 school year, which is really great, but that’s still five years away. There’s still a long time. A lot of students within that timeframe still won’t get access, wide access, to the education. And so I think there’s still a lot of work to be done, but I’m really glad to see that California is picking this up.\u003c/p>\n\u003ch2>\u003cstrong>How do you know who to trust online?\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We know that most of Gen Z has grown up in a world with at least the internet and then younger Gen Z, obviously, a lot of other digital technologies. And there’s a lot of financial advice online these days. You can find financial advice on any social platform, wherever you look. And we know that Gen Z and younger generations seek out a lot of advice in general through social media. How do you know who to trust, who to follow? Whose advice to apply to your own financial life.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Really great question. I say a lot of people including myself are sharing more of their personal finance journey or lessons kind of learned along the way\u003c/p>\n\u003cp>I like to follow a lot people who kind of are in like a similar relatable journey and I kind of learn what worked for someone else and see if I can apply their life lessons to me and that’s kind of how I like to learn and I think a lot of my audience looks up to like my profile in a similar way but we also have more of those industry leaders who actually have credentials who talk more about like advice and what you can do.\u003c/p>\n\u003cp>And so I say every time you see an educational video content or book it doesn’t matter who it’s from you should understand that it’s not like a black and white situation where what they say is the truth. Always use your analytical thinking to decide whether what they said applies to you since everyone’s situation is different.\u003c/p>\n\u003cp>And also like to emphasize how there are also a lot of like get rich quick schemes that are promoted on social media and if something seems too good to be true, if someone’s promising profits like tomorrow, if you want to get onto this hype stock or investment next week to make money. If it sounds too good to be true, it’s probably a scam.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In 2030 all high schoolers in California will be required to have taken a course in personal finance or financial literacy before they graduate high school. And across the U.S., about two thirds of states have already implemented or will soon implement similar requirements in their public schools. But what happens in the interim when Gen Z and Gen Alpha students might be left to rely on other sources of financial education and literacy?\u003c/p>\n\u003cp>\u003ca href=\"https://lillianzhang.com/\">Lillian Zhang\u003c/a>’s new book, “\u003ca href=\"https://lillianzhang.com/book\">The New Money Rules: The Gen Z Guide to Personal Finance,\u003c/a>” offers a reliable and practical source of information for young people thrust into today’s world of finance in the digital age.\u003c/p>\n\u003cp>First of all, it’s important for Gen Z to know that the rules of the game have changed.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3326217469\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>\u003ci>\u003cspan style=\"font-weight: 400;\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nMarlena Jackson-Retondo:\u003c/strong> Something that I wanted to get into first, why Gen Z’s financial life looks different from previous generations. You say, like very early on in the first chapter of the book, “the rules of the game have changed.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I think that’s something that it’s really difficult for people to understand if they’re not growing up in Gen Z or younger. We’ll lump millennials in there too. So what does that mean that the rules of the games have changed in practical terms for Gen Z and older generations trying to understand today’s financial environment?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think a lot of the changes that have happened for Gen Z and millennials, or just a lot of the external factors, look a lot different compared to other generations before. Maybe like 40 years ago, you can live on one income. And now it’s not the case anymore because wages have not increased at the same rate as cost of living has.\u003c/p>\n\u003cp>I’d say also in terms of technology and how it’s much easier to gain access to information, which is a really positive thing, but also can promote impulsive behaviors or misinformation because of the technology. It’s easier for Gen Z now to make a lot of money, but it’s also the generation that can lose a lot of money the fastest. So all those factors combined contributes to how Gen Z is really facing a different reality from previous generations.\u003c/p>\n\u003ch2>\u003cstrong>Money can buy happiness\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>And you kind of say in a soft way that you disagree with the general statement that money doesn’t bring happiness, in quotes. Can you walk me through your stance on seeking security and freedom through personal finance?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, of course. Money is such an integrated part of all of our lives whether or not you think about it on a daily basis there was a previous study from a decade and a half ago that states that the average income needed to be quote happy is around 75,000 but a more recent study says that happiness actually caps off closer to 500,000 a year which is surprising but then at same time, not really surprising.\u003c/p>\n\u003cp>I’ve also questioned this myself in terms of how much money would I need to feel happy and I just think about what are my goals, what are my values like, what do I appreciate spending money on; that’s how I think about it.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think it’s really frustrating for young people to hear older generations say, “You don’t need money to be happy. You don’t need all these things to be happy.” And that’s not the reality when you’re talking about really big financial gaps that a lot of people are facing in the U.S these days. So I really appreciated your openness and your stance on this, especially as a young person that other young people can look up to.\u003c/p>\n\u003ch2>\u003cstrong>FOMO and how to stop comparing yourself to others \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Some of what you talk about in the books is about FOMO or the fear of missing out. You’re an online influencer and you found an unusual amount of financial success for someone in their 20s. What would you say to a young person who follows you and feels like they’re. Quote unquote, falling behind and need to keep up with what you’re doing or maybe with another influencer that they’re seeing.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah i’ve also compared myself to other people as well i think no matter what stage you’re at in your career or in your personal life.I always have to tell myself that the only thing that really matters is if you’ve improved from your past self and everyone’s on their own journey just because someone is 10 steps ahead of you doesn’t mean you should be comparing your first step to someone’s 10 steps…that’s sort of how I’ve Um, positioned it in my head. And so everyone’s just on their own journey. Everyone has different circumstances and situations and it’s not apples to apples comparison.\u003c/p>\n\u003ch2>\u003cstrong>Online safety for digital natives\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We hear a lot about how Gen Z and younger generations are, quote unquote, digital natives. But I don’t think we hear enough about how we can still support younger generations in moments when digital spaces are really hard to navigate.\u003c/p>\n\u003cp>You know, young people are still young people. They’re still learning how to navigate the world, figure out who they are. What are some of your quick tips for online safety, specifically maybe avoiding um, scams online or using safe platforms?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> So yeah, the scams are getting a lot better and something that’s happened to me personally is I would get emails from a PayPal or an Amazon saying like so-and-so was charged on your card. Click now to undo the charge and as usually someone who is pretending to be a company trying to like get to your email address or your personal banking information and that’s something that I think is important to look out for.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think we have this idea that older people are the people that are targeted the most for these types of scams, which they are, but I think also young people are very vulnerable, especially if you have that anxiety about your financial health and you might be learning how to implement impulse control. I know that if I was 16 and I got an email like that, I might automatically click on that link, not even thinking about someone trying to scam.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Oh, yes, that’s definitely true.\u003c/p>\n\u003ch2>\u003cstrong>Financial (dis)advantage\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Okay. So let’s talk about finding financial stability as a young adult. That is a huge topic that contains lots of subtopics and can be super intimidating for a young person to even begin to think about.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Yes.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong> One of the things that really popped out to me is that understanding the inequities of the financial playing field can be really helpful. Especially for young people who might be experiencing that FOMO when it comes to spending money. What would you say to these young people who might not understand that the people who look like they have it all in real life or online are most likely greatly advantaged financially?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>I see this a lot like you mentioned on social media a lot of people post what they’re wearing where they’re going out to eat where they are vacationing and i think for a lot of young people who are aspiring to that lifestyle it can be really easy to compare yourself to what other people are doing and for a lot of people they worked for it. And for some people, they’re not showing how they’re affording it, whether that’s through debt; through their parent sponsorship. There are many factors in which you don’t know how they are doing something unless they tell you.\u003c/p>\n\u003ch2>\u003cstrong>Finding financial stability through internships \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> There’s also a lot of different ways you can go about finding financial stability as a young adult. One of the really great ways that I saw you point out in the book is how internships create a pathway to financial stability, especially for people looking to find a career in the corporate world.\u003c/p>\n\u003cp>Can you talk a little bit about some of the practicalities of finding an internship even when you’re in high school or in the early stages of your post-secondary education? And how that can kind of set you up for some financial success early in your 20s.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so my career path has mostly been the internship and then later on my corporate career, which I am a few years in now.\u003c/p>\n\u003cp>I learned about internships when I was a freshman at college, and so I saw internships as a way to get my foot into the door, and I honestly didn’t really think about the financial aspects of internships because… I do think the main purpose of internships is to gain experience so you can land a higher paying role in the industry you want to be in after college, which is where many people see their real earnings come in.\u003c/p>\n\u003cp>In terms of resources for finding internships, when I was in school, I relied on a lot of networks like LinkedIn. I rely on Handshake, which is sort of like a LinkedIn for finding opportunities, but they’re specifically created for college students. And so I really appreciate the opportunities that I found through Handshake actually. Sometimes like professors or classes have jobs or opportunities that they’re connected to. Also relying on the peers in your school, perhaps the alumni that you can reach out to. Those are some of the tips that I have found super helpful when I was in school.\u003c/p>\n\u003ch2>\u003cstrong>Staying motivated\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about motivation. It’s easy to lose motivation, but especially if you feel like you’re never going to reach your financial goals and especially as a young person whose frontal lobe is not fully developed and you’re just starting to think about your personal finances, you’re starting to learn about future planning. What is a strategy that you like to use when you feel yourself losing motivation to keep your personal finance goals in sight.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, I think it’s really interesting because especially for a lot of young people, we live in the culture of FOMO as well as YOLO culture. So, doing things without thinking long term or not understanding that there is a path long term. And I think a lot us get stuck in the cycle of, oh, I’m not going to hit my goals next year, therefore it’s gone to waste.\u003c/p>\n\u003cp>But we forget to realize that we have a long life ahead of us. And just because we don’t reach our goals next year doesn’t mean that we’re a failure or that we shouldn’t plan for the future and so i think we just need to be more intentional with what do you really want in five years or 10 years.\u003c/p>\n\u003cp>What I do is I’m very adamant on tracking a lot of my progress just like month to month not all the time because I think that can be a little stressful but just like knowing where you’re at and seeing like which parts of this process can I control? And what are other parts of the process that are more external factors that I might have to let go?\u003c/p>\n\u003cp>So I think it’s just understanding your situation and what specific things can you control in the process that will bring you more of that relief around the topic instead of feeling that you don’t have control over that.\u003c/p>\n\u003ch2>The pitfalls of buy-now-pay-later\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about Buy now, pay later. This has been a really big topic over the last couple of years, and I feel like that would be a really enticing tool for especially a young person to use, whether or not they have the finances to keep up with it. What are some of the risks and also rewards associated with these types of payment systems like Klarna or Afterpay.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I’ve never used a buy now pay later service ever and it’s just something that I personally have a negative stance against because I think it can do something that is very dangerous. In a way it makes debt seem cute and it makes it not feel like a big deal because you’re not technically getting charged interest and the payments look smaller. So I think that’s what entices a lot of people.\u003c/p>\n\u003cp>But I mentioned in my book too that it’s kind of like the impulsive behavior that once you start doing something it could unlock something in your brain that it would be okay to do the same process or bnpl service for larger purchases even if you can’t afford it I think that’s the biggest pitfall is spiraling into something bigger than what you perhaps intended it to be be for.\u003c/p>\n\u003cp>And one of the most shocking things I’ve seen online about BNPL is that one of bnpl providers was actually on restaurants like Chipotle. “Get your burrito now and pay it later.” Which I think is really, I’m not sure about that, you know?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Mm-hmm, yeah, that does seem like a really slippery slope.\u003c/p>\n\u003ch2>\u003cstrong>Investing versus gambling\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanna also ask you about making the distinction between investing and gambling, especially when it comes to things like cryptocurrency and meme stock and sports betting that might blur the lines between investing in gambling behaviors.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> When it comes to short-term gambling or investing based on hype it usually involves a high form of luck. It’s not dependent on these specific technicals of how investment would grow over time, it’s more about did you get in at the right time and you get out at the right time. The entry points and the points that you leave is crucial whether or not you lose a lot of money or gain a lot money, and I don’t believe that is the wisest way for most people to build wealth long term.\u003c/p>\n\u003cp>And when you’re investing in something in the long term, you’re investing in the fundamentals of a company or the economy as a whole. And that has its own guardrails. And studies have shown that if you invest for the long term, over a 20 year period, you’re basically guaranteed to profit off your investment.\u003c/p>\n\u003cp>And so I think a lot of people, young people, don’t think about what their life would look like in X many years from now, because a lot of us want that instant gratification, just like when impulse shopping. And a lot of people want to see immediate gains in their money or investment growth. And so we just have to temper our expectations a little.\u003c/p>\n\u003ch2>\u003cstrong>Meme stock versus meme coin\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>In the book, you tell a story about losing money to a risky investment in a meme coin.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I mentioned meme stock.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain to us the difference between the two?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so the theory behind a meme stock and a meme coin is very similar. In the sense that it’s driven up by hype and there’s no real logic behind this particular asset. And so the difference is a stock is basically a portion of a company.\u003c/p>\n\u003cp>So an example like a real stock is like Google, Amazon, Apple, like established public companies, and a meme stock is a stop representing a company that is driven up artificially by media hype, by social hype, with no real logic to why the stock would increase.\u003c/p>\n\u003cp>In a normal situation when a stock increases, it’s because perhaps the product did well in sales. Or the earnings report was good, like something tangible behind that And a meme coin is a similar concept also driven by hype and the media except it’s for cryptocurrency. So digital currency that is worth money if you sell it. It’s driven by urgency in hopes that you will also enter in this investment and the people who actually benefit know when it’s gonna top out and they sell.\u003c/p>\n\u003cp>And most people who get into this lose a lot of money because by the time you hear about it on the news the hype is already over but people still enter when the hype is over there’s no logic behind it.\u003c/p>\n\u003ch2>\u003cstrong>Financial literacy in high school\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about personal finance classes in high school. As of right now, over 30 states, including California, have some sort of ongoing or newly implemented mandate on personal finance class for high schoolers. How do you feel about personal finance classes and high schools and was it something that was offered to you?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think it’s really great that California in particular is paying more attention to this subject. When I was in high school, we had classes like microeconomics and learning about the government and learning personal finance would ha ve been so helpful for me leaving high school going to college or entering the real world because if the schools don’t teach you, a lot of times like kids and teenagers, students don’t know what to seek out because you don’t what you don’t know, right?\u003c/p>\n\u003cp>And so I think introducing it early is going to be super helpful for students. And I saw that California is mandating a course to every high schooler starting in the 2030 to 31 school year, which is really great, but that’s still five years away. There’s still a long time. A lot of students within that timeframe still won’t get access, wide access, to the education. And so I think there’s still a lot of work to be done, but I’m really glad to see that California is picking this up.\u003c/p>\n\u003ch2>\u003cstrong>How do you know who to trust online?\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We know that most of Gen Z has grown up in a world with at least the internet and then younger Gen Z, obviously, a lot of other digital technologies. And there’s a lot of financial advice online these days. You can find financial advice on any social platform, wherever you look. And we know that Gen Z and younger generations seek out a lot of advice in general through social media. How do you know who to trust, who to follow? Whose advice to apply to your own financial life.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Really great question. I say a lot of people including myself are sharing more of their personal finance journey or lessons kind of learned along the way\u003c/p>\n\u003cp>I like to follow a lot people who kind of are in like a similar relatable journey and I kind of learn what worked for someone else and see if I can apply their life lessons to me and that’s kind of how I like to learn and I think a lot of my audience looks up to like my profile in a similar way but we also have more of those industry leaders who actually have credentials who talk more about like advice and what you can do.\u003c/p>\n\u003cp>And so I say every time you see an educational video content or book it doesn’t matter who it’s from you should understand that it’s not like a black and white situation where what they say is the truth. Always use your analytical thinking to decide whether what they said applies to you since everyone’s situation is different.\u003c/p>\n\u003cp>And also like to emphasize how there are also a lot of like get rich quick schemes that are promoted on social media and if something seems too good to be true, if someone’s promising profits like tomorrow, if you want to get onto this hype stock or investment next week to make money. If it sounds too good to be true, it’s probably a scam.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Cynicism is all around us; it’s contagious, and it can permeate an entire generation’s thinking quickly. Young people today are faced with mental health, physical health, social, democracy and climate crises in the classroom. And when crisis is all around us, it can be easy to fall into patterns of cynicism.\u003c/p>\n\u003cp>According to Jamil Zaki, a professor of psychology at Stanford University, Gen Z is the most cynical generation and this is learned behavior. An \u003ca href=\"https://www.kqed.org/mindshift/64886/the-benefits-of-raising-hopeful-kids-in-cynical-times\">uptick in cynicism\u003c/a> has also led to a glamorization of a cynical mindset or the illusion of the “cynical genius,” said Zaki at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain\u003c/a> conference earlier this year. Cynicism isn’t isolated to our attitudes; it can lead to chronic stress, earlier mortality, social division and extremism, and broken social relationships, Zaki added.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/12022760/wired-for-connection-what-science-tells-us-about-why-we-should-be-hopeful-even-in-hard-times\">But there’s hope\u003c/a> – or at least, the science of hope, a measurable ability to set goals, push forward and track your own path to completion of those goals, according to \u003ca href=\"https://www.uttyler.edu/directory/som-student-affairs/crystal-bryce.php\">Crystal Bryce\u003c/a>, an associate professor and assistant dean at The University of Texas at Tyler, who also presented at this year’s conference.\u003c/p>\n\u003cp>It wasn’t until Bryce was in the early stages of her career that she realized that hope could be measured. Previously, Bryce had done research focused on how to promote hope by studying the benefits of having a caring teacher, positive peer interactions and student motivation. But as it turns out, hope is tangible, “and it is something that we can teach,” Bryce told me.\u003c/p>\n\u003cp>This isn’t the type of hope that we use to define blanket optimism in our everyday life; this type of hope is a cognitive skill, Bryce continued, and it “helps us reach our goals by helping us identify how we get there.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Using \u003ca href=\"https://ppc.sas.upenn.edu/resources/questionnaires-researchers/adult-hope-scale\">Snyder’s Adult Hope Scale\u003c/a>, Bryce and her team were able to measure pathway thinking, which helps people get from a to b, and agency thinking, which demonstrates a person’s belief in their ability to reach their goals. Bryce’s team found that increased hope outcomes were related to greater academic achievement, reduced stress and anxiety; and for college students, increased hope was related to \u003ca href=\"https://www.npr.org/2023/06/17/1182941164/to-improve-student-retention-some-colleges-consider-ungrading\">higher retention rates\u003c/a> from their first to their second year of college.\u003c/p>\n\u003cp>Then, her team applied \u003ca href=\"https://www.kqed.org/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals\">WOOP\u003c/a> — wish, outcome, obstacle, plan — which creates a framework for hope in the classroom. Developed by psychologist Gabriele Oettingen, the WOOP method allows educators to guide students throughout an effective \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">goal-setting\u003c/a> process. The wish and outcome steps of WOOP are self explanatory; a basic scaffold for a project, lesson, or the school year can be created by having students state their goal and desired outcome.\u003c/p>\n\u003cp>According to Bryce, the obstacle and planning steps of the WOOP method are the most important. Identifying potential obstacles during goal setting allows students to think about the future and build extra scaffolding to help them reach their goals and desired outcomes. And planning practice helps to build students’ self-confidence — increasing their hopefulness, and strengthening their ability to pivot when faced with barriers.\u003c/p>\n\u003ch2>\u003cstrong>Extending Hope Into Later Years\u003c/strong>\u003c/h2>\n\u003cp>Hope isn’t just a scientific practice; it can also come organically. Young children are really good at having hope, said Bryce. Take a 4-year-old attempting and failing to climb to the top of a structure at the playground. They might fall, but they believe in their ability to reach their goal and will naturally get up to try again, and maybe even try again in a different way. As kids get older, Bryce continued, they start to doubt themselves and their ability to reach their goals. Bryce suggested that this could be due to growing cynicism in early adolescence, or a dwindling support system.\u003c/p>\n\u003cp>Bryce and fellow researchers have found that there is a marked decline in hope for adolescents in eighth grade. And this finding was consistent across countries. While there is no definitive answer for why the decline exists for this particular age group, Bryce postulated that the decrease could be related to a combination of puberty, developmental changes, and the generally difficult \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">transitional period between seventh and ninth grades\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, having a peer or older adult as a sounding board can help combat cynicism and keep you looking forward to the future, said Bryce. That sounding board isn’t necessarily there to commiserate or ruminate. “They’re going to say, ‘yeah let’s keep going; what is the next step?’” according to Bryce.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cynicism is all around us; it’s contagious, and it can permeate an entire generation’s thinking quickly. Young people today are faced with mental health, physical health, social, democracy and climate crises in the classroom. And when crisis is all around us, it can be easy to fall into patterns of cynicism.\u003c/p>\n\u003cp>According to Jamil Zaki, a professor of psychology at Stanford University, Gen Z is the most cynical generation and this is learned behavior. An \u003ca href=\"https://www.kqed.org/mindshift/64886/the-benefits-of-raising-hopeful-kids-in-cynical-times\">uptick in cynicism\u003c/a> has also led to a glamorization of a cynical mindset or the illusion of the “cynical genius,” said Zaki at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain\u003c/a> conference earlier this year. Cynicism isn’t isolated to our attitudes; it can lead to chronic stress, earlier mortality, social division and extremism, and broken social relationships, Zaki added.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/12022760/wired-for-connection-what-science-tells-us-about-why-we-should-be-hopeful-even-in-hard-times\">But there’s hope\u003c/a> – or at least, the science of hope, a measurable ability to set goals, push forward and track your own path to completion of those goals, according to \u003ca href=\"https://www.uttyler.edu/directory/som-student-affairs/crystal-bryce.php\">Crystal Bryce\u003c/a>, an associate professor and assistant dean at The University of Texas at Tyler, who also presented at this year’s conference.\u003c/p>\n\u003cp>It wasn’t until Bryce was in the early stages of her career that she realized that hope could be measured. Previously, Bryce had done research focused on how to promote hope by studying the benefits of having a caring teacher, positive peer interactions and student motivation. But as it turns out, hope is tangible, “and it is something that we can teach,” Bryce told me.\u003c/p>\n\u003cp>This isn’t the type of hope that we use to define blanket optimism in our everyday life; this type of hope is a cognitive skill, Bryce continued, and it “helps us reach our goals by helping us identify how we get there.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Using \u003ca href=\"https://ppc.sas.upenn.edu/resources/questionnaires-researchers/adult-hope-scale\">Snyder’s Adult Hope Scale\u003c/a>, Bryce and her team were able to measure pathway thinking, which helps people get from a to b, and agency thinking, which demonstrates a person’s belief in their ability to reach their goals. Bryce’s team found that increased hope outcomes were related to greater academic achievement, reduced stress and anxiety; and for college students, increased hope was related to \u003ca href=\"https://www.npr.org/2023/06/17/1182941164/to-improve-student-retention-some-colleges-consider-ungrading\">higher retention rates\u003c/a> from their first to their second year of college.\u003c/p>\n\u003cp>Then, her team applied \u003ca href=\"https://www.kqed.org/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals\">WOOP\u003c/a> — wish, outcome, obstacle, plan — which creates a framework for hope in the classroom. Developed by psychologist Gabriele Oettingen, the WOOP method allows educators to guide students throughout an effective \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">goal-setting\u003c/a> process. The wish and outcome steps of WOOP are self explanatory; a basic scaffold for a project, lesson, or the school year can be created by having students state their goal and desired outcome.\u003c/p>\n\u003cp>According to Bryce, the obstacle and planning steps of the WOOP method are the most important. Identifying potential obstacles during goal setting allows students to think about the future and build extra scaffolding to help them reach their goals and desired outcomes. And planning practice helps to build students’ self-confidence — increasing their hopefulness, and strengthening their ability to pivot when faced with barriers.\u003c/p>\n\u003ch2>\u003cstrong>Extending Hope Into Later Years\u003c/strong>\u003c/h2>\n\u003cp>Hope isn’t just a scientific practice; it can also come organically. Young children are really good at having hope, said Bryce. Take a 4-year-old attempting and failing to climb to the top of a structure at the playground. They might fall, but they believe in their ability to reach their goal and will naturally get up to try again, and maybe even try again in a different way. As kids get older, Bryce continued, they start to doubt themselves and their ability to reach their goals. Bryce suggested that this could be due to growing cynicism in early adolescence, or a dwindling support system.\u003c/p>\n\u003cp>Bryce and fellow researchers have found that there is a marked decline in hope for adolescents in eighth grade. And this finding was consistent across countries. While there is no definitive answer for why the decline exists for this particular age group, Bryce postulated that the decrease could be related to a combination of puberty, developmental changes, and the generally difficult \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">transitional period between seventh and ninth grades\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, having a peer or older adult as a sounding board can help combat cynicism and keep you looking forward to the future, said Bryce. That sounding board isn’t necessarily there to commiserate or ruminate. “They’re going to say, ‘yeah let’s keep going; what is the next step?’” according to Bryce.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teaching is nearly impossible to do when \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">students aren’t paying attention\u003c/a>, especially when there are distractions like \u003ca href=\"https://www.kqed.org/mindshift/65885/school-cellphone-bans-can-help-kids-learn-but-black-students-suspended-at-higher-rates\">smart phones\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">other students and hallway banter\u003c/a>. It’s easy to get frustrated, but \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Andrew-Watson\">Andrew Watson\u003c/a> wants to shift the blame away from students.\u003c/p>\n\u003cp>“There’s no attention center in the brain,” said Watson who is a teacher and author of \u003ca href=\"https://www.hachettelearning.com/teaching-strategies/the-goldilocks-map-a-classroom-teacher-s-quest-to-evaluate-brain-based-teaching-advice\">several books\u003c/a> about learning. “Attention is a behavior that students do when three other mental processes are happening correctly.”\u003c/p>\n\u003cp>He spoke directly to teachers in attendance at Learning & the Brain’s \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Andrew-Watson\">Teaching Stronger Brains conference\u003c/a> earlier this year about helping students pay attention better in class. He said the onus to engage students’ attention falls on classroom teachers like him, and the key is to minimize as many distractions as possible, while implementing teaching strategies with a full understanding of attention, memory and motivation.\u003c/p>\n\u003cp>“Almost any teacher will tell you that telling students to pay attention doesn’t work,” Watson informed me. Being told to “pay attention” isn’t specific enough, and the response from students will only last for a short amount of time because of that, he continued.\u003c/p>\n\u003cp>Watson identified the \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8073862/#:~:text=Attention%20involves%20three%20functionally%20and,vigilance%20(ANTI%2DV).\">three mental processes of attention\u003c/a> as alertness, orienting and executive control. A student can have too much or too little alertness — like running around or being sleepy. Orienting has to do with focusing on a specific task, and can be disrupted by distraction caused by outside stimuli. Executive control is complex because it requires students to choose to \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC7367701/#:~:text=Effortful%20control%20is%20considered%20to,there%20are%20competing%20desires%20%28activation\">focus on a task in front of them\u003c/a> over distractions that might surround them.\u003c/p>\n\u003ch2>\u003cstrong>‘Memory is the Residue of Thought’\u003c/strong>\u003c/h2>\n\u003cp>Watson likes to think about memory as “\u003ca href=\"https://www.aft.org/sites/default/files/willingham_0.pdf\">the residue of thought\u003c/a>,” an idea developed by psychologist Daniel Willingham. And because memories are reinforced by thinking about an idea over and over again, it would make sense that part of a teachers’ job is to facilitate that process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The more you know about a subject, the easier it is to build upon it and learn more about it, so there is a reciprocal relationship between learning, memory and attention, said Watson.\u003c/p>\n\u003cp>As a teacher, his role is to support memory building through assessment planning and reviews. Why? The likelihood that students will both be able to learn and also monitor their own attentiveness is nil, he said.\u003c/p>\n\u003cp>It’s easy to blame students for their shortcomings in attention and memory, but in reality “learning is actually very hard and takes up somewhere between most of and all of the cognitive resources that my students actually have,” said Watson. For example, if his students are learning how to craft topic sentences, they need to think about how to do this difficult task, and not think about how to stay on task — that’s something Watson can help them do.\u003c/p>\n\u003ch2>\u003cstrong>Helpful Attention Strategies for the Classroom\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://theeffortfuleducator.com/blake-harvard/\">High school teacher Blake Harvard\u003c/a> scaffolds self-assessment into the learning process in his AP psychology class.\u003c/p>\n\u003cp>He uses simple assessments – like asking students what they learned the previous day or even five minutes ago – to clue him in to what class material students are struggling to remember or learn. Frequency of these information recall opportunities help the lessons stick.\u003c/p>\n\u003cp>An assessment is a learning opportunity, Harvard said, and “retrieving information — pulling that memory out — and using it itself strengthens that memory.”\u003c/p>\n\u003cp>Harvard believes that teaching should center memory and that students need to think critically about the way that they take in and retrieve information. His new book, \u003ca href=\"https://www.routledge.com/Do-I-Have-Your-Attention-Understanding-Memory-Constraints-and-Maximizing-Learning/Harvard/p/book/9781032750279?srsltid=AfmBOoo6nFeLId1SOjgd0TFNRnZChOOqckvO9OuVgAT1fExe5y_Xz3DS\">“Do I Have Your Attention,\u003c/a>” brings the research to teachers in an easy to digest way that has positively contributed to his own classroom practices.\u003c/p>\n\u003cp>In order to maintain his students’ attention, Harvard has them face the front of the classroom, even when the classroom furniture doesn’t easily support that configuration. His students currently sit at tables, not individual desks, so he had to get creative to get everyone facing forward.\u003c/p>\n\u003cp>Decorations are also kept to a minimum in Harvard’s classroom, and those that remain all have to do with the subject matter of his classes. But “it’s not completely bleak,” he said. Cellphones are away at all times during the school day, and he also encourages his students to \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">take notes\u003c/a> with pencil on paper, instead of transcribing on a computer.\u003c/p>\n\u003cp>Common classroom practices like movement can be helpful to engage students’ attention and memory retention, and the \u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">benefits of movement\u003c/a> when learning are well documented. But Watson warned that movement isn’t a cure all for students’ attention issues. “The point isn’t that movement is a good idea or that movement is bad; it’s a really useful solution to an alertness problem, but it might make an orienting problem worse,” said Watson.\u003c/p>\n\u003cp>So, if a student is falling asleep in Watson’s class, he might resort to having that student get up from their desk and do a task, like returning a book to another teacher’s classroom. But if a student seems to be distracted by a soccer game outside the classroom window and their focus is diverted away from the lesson — an orienting and executive control issue — “movement might be a bad idea,” said Watson.\u003c/p>\n\u003ch2>\u003cstrong>Giving students time to think\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64877/students-wont-always-remember-what-theyve-learned-heres-how-to-help\">Brains forget\u003c/a>, and that’s a normal process of memory, but sometimes students can experience \u003ca href=\"https://www.kqed.org/mindshift/64877/students-wont-always-remember-what-theyve-learned-heres-how-to-help\">retrieval failure\u003c/a>. When his students are struggling with retrieval, Harvard helps by providing context clues or reframing the definition of the concept that they are struggling to remember.\u003c/p>\n\u003cp>When reviewing material from a previous lesson, Watson takes a simple approach to prompting his students’ memory and memory retrieval. Instead of beginning with a short review of topics from the day before, he asks his students to write down what they learned the previous lesson. He then walks around the classroom and monitors students’ answers. “Now, [students are] practicing by retrieving from their memory rather than my telling them,” he said.\u003c/p>\n\u003cp>If students can’t seem to remember what they learned recently “that’s not their failing, that’s my failing, because I didn’t practice enough. So what I need to remember is to include that thing in more frequent, say, retrieval of practice exercises,” said Watson.\u003c/p>\n\u003cp>The pressure that teachers face from schools, administrators, and districts surrounding standardized tests can be overwhelming, and students not being able to remember class material can contribute to that stress. However, Watson knows that laying a great foundation in the first half of the year is essential for his students’ long term success.\u003c/p>\n\u003cp>For example, Watson’s sophomore students need to be able to write great five-paragraph analytical essays by the end of the school year. Instead of following an accelerated pace of teaching, Watson spends all of fall semester on individual sentences and paragraphs. His students often ask him why their class is behind, because their peers in other classes are already writing five-paragraph essays, but Watson reassures them that mastering the individual components of a five-paragraph essay first will make writing longer material easier come spring semester.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As we’re building towards that summative assessment, it’s okay if they don’t know how to do it now. Especially in a cumulative class, the solid foundation is absolutely worth the time it takes to build,” said Watson.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teaching is nearly impossible to do when \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">students aren’t paying attention\u003c/a>, especially when there are distractions like \u003ca href=\"https://www.kqed.org/mindshift/65885/school-cellphone-bans-can-help-kids-learn-but-black-students-suspended-at-higher-rates\">smart phones\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">other students and hallway banter\u003c/a>. It’s easy to get frustrated, but \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Andrew-Watson\">Andrew Watson\u003c/a> wants to shift the blame away from students.\u003c/p>\n\u003cp>“There’s no attention center in the brain,” said Watson who is a teacher and author of \u003ca href=\"https://www.hachettelearning.com/teaching-strategies/the-goldilocks-map-a-classroom-teacher-s-quest-to-evaluate-brain-based-teaching-advice\">several books\u003c/a> about learning. “Attention is a behavior that students do when three other mental processes are happening correctly.”\u003c/p>\n\u003cp>He spoke directly to teachers in attendance at Learning & the Brain’s \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Andrew-Watson\">Teaching Stronger Brains conference\u003c/a> earlier this year about helping students pay attention better in class. He said the onus to engage students’ attention falls on classroom teachers like him, and the key is to minimize as many distractions as possible, while implementing teaching strategies with a full understanding of attention, memory and motivation.\u003c/p>\n\u003cp>“Almost any teacher will tell you that telling students to pay attention doesn’t work,” Watson informed me. Being told to “pay attention” isn’t specific enough, and the response from students will only last for a short amount of time because of that, he continued.\u003c/p>\n\u003cp>Watson identified the \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8073862/#:~:text=Attention%20involves%20three%20functionally%20and,vigilance%20(ANTI%2DV).\">three mental processes of attention\u003c/a> as alertness, orienting and executive control. A student can have too much or too little alertness — like running around or being sleepy. Orienting has to do with focusing on a specific task, and can be disrupted by distraction caused by outside stimuli. Executive control is complex because it requires students to choose to \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC7367701/#:~:text=Effortful%20control%20is%20considered%20to,there%20are%20competing%20desires%20%28activation\">focus on a task in front of them\u003c/a> over distractions that might surround them.\u003c/p>\n\u003ch2>\u003cstrong>‘Memory is the Residue of Thought’\u003c/strong>\u003c/h2>\n\u003cp>Watson likes to think about memory as “\u003ca href=\"https://www.aft.org/sites/default/files/willingham_0.pdf\">the residue of thought\u003c/a>,” an idea developed by psychologist Daniel Willingham. And because memories are reinforced by thinking about an idea over and over again, it would make sense that part of a teachers’ job is to facilitate that process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The more you know about a subject, the easier it is to build upon it and learn more about it, so there is a reciprocal relationship between learning, memory and attention, said Watson.\u003c/p>\n\u003cp>As a teacher, his role is to support memory building through assessment planning and reviews. Why? The likelihood that students will both be able to learn and also monitor their own attentiveness is nil, he said.\u003c/p>\n\u003cp>It’s easy to blame students for their shortcomings in attention and memory, but in reality “learning is actually very hard and takes up somewhere between most of and all of the cognitive resources that my students actually have,” said Watson. For example, if his students are learning how to craft topic sentences, they need to think about how to do this difficult task, and not think about how to stay on task — that’s something Watson can help them do.\u003c/p>\n\u003ch2>\u003cstrong>Helpful Attention Strategies for the Classroom\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://theeffortfuleducator.com/blake-harvard/\">High school teacher Blake Harvard\u003c/a> scaffolds self-assessment into the learning process in his AP psychology class.\u003c/p>\n\u003cp>He uses simple assessments – like asking students what they learned the previous day or even five minutes ago – to clue him in to what class material students are struggling to remember or learn. Frequency of these information recall opportunities help the lessons stick.\u003c/p>\n\u003cp>An assessment is a learning opportunity, Harvard said, and “retrieving information — pulling that memory out — and using it itself strengthens that memory.”\u003c/p>\n\u003cp>Harvard believes that teaching should center memory and that students need to think critically about the way that they take in and retrieve information. His new book, \u003ca href=\"https://www.routledge.com/Do-I-Have-Your-Attention-Understanding-Memory-Constraints-and-Maximizing-Learning/Harvard/p/book/9781032750279?srsltid=AfmBOoo6nFeLId1SOjgd0TFNRnZChOOqckvO9OuVgAT1fExe5y_Xz3DS\">“Do I Have Your Attention,\u003c/a>” brings the research to teachers in an easy to digest way that has positively contributed to his own classroom practices.\u003c/p>\n\u003cp>In order to maintain his students’ attention, Harvard has them face the front of the classroom, even when the classroom furniture doesn’t easily support that configuration. His students currently sit at tables, not individual desks, so he had to get creative to get everyone facing forward.\u003c/p>\n\u003cp>Decorations are also kept to a minimum in Harvard’s classroom, and those that remain all have to do with the subject matter of his classes. But “it’s not completely bleak,” he said. Cellphones are away at all times during the school day, and he also encourages his students to \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">take notes\u003c/a> with pencil on paper, instead of transcribing on a computer.\u003c/p>\n\u003cp>Common classroom practices like movement can be helpful to engage students’ attention and memory retention, and the \u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">benefits of movement\u003c/a> when learning are well documented. But Watson warned that movement isn’t a cure all for students’ attention issues. “The point isn’t that movement is a good idea or that movement is bad; it’s a really useful solution to an alertness problem, but it might make an orienting problem worse,” said Watson.\u003c/p>\n\u003cp>So, if a student is falling asleep in Watson’s class, he might resort to having that student get up from their desk and do a task, like returning a book to another teacher’s classroom. But if a student seems to be distracted by a soccer game outside the classroom window and their focus is diverted away from the lesson — an orienting and executive control issue — “movement might be a bad idea,” said Watson.\u003c/p>\n\u003ch2>\u003cstrong>Giving students time to think\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64877/students-wont-always-remember-what-theyve-learned-heres-how-to-help\">Brains forget\u003c/a>, and that’s a normal process of memory, but sometimes students can experience \u003ca href=\"https://www.kqed.org/mindshift/64877/students-wont-always-remember-what-theyve-learned-heres-how-to-help\">retrieval failure\u003c/a>. When his students are struggling with retrieval, Harvard helps by providing context clues or reframing the definition of the concept that they are struggling to remember.\u003c/p>\n\u003cp>When reviewing material from a previous lesson, Watson takes a simple approach to prompting his students’ memory and memory retrieval. Instead of beginning with a short review of topics from the day before, he asks his students to write down what they learned the previous lesson. He then walks around the classroom and monitors students’ answers. “Now, [students are] practicing by retrieving from their memory rather than my telling them,” he said.\u003c/p>\n\u003cp>If students can’t seem to remember what they learned recently “that’s not their failing, that’s my failing, because I didn’t practice enough. So what I need to remember is to include that thing in more frequent, say, retrieval of practice exercises,” said Watson.\u003c/p>\n\u003cp>The pressure that teachers face from schools, administrators, and districts surrounding standardized tests can be overwhelming, and students not being able to remember class material can contribute to that stress. However, Watson knows that laying a great foundation in the first half of the year is essential for his students’ long term success.\u003c/p>\n\u003cp>For example, Watson’s sophomore students need to be able to write great five-paragraph analytical essays by the end of the school year. Instead of following an accelerated pace of teaching, Watson spends all of fall semester on individual sentences and paragraphs. His students often ask him why their class is behind, because their peers in other classes are already writing five-paragraph essays, but Watson reassures them that mastering the individual components of a five-paragraph essay first will make writing longer material easier come spring semester.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Should AI Chatbots Help Students With Their Mental Health?",
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"content": "\u003cp>Anish Mehta, a computer science engineer, grew up in a culture that he said did not address mental health concerns even when he knew he could have benefitted from therapy. So when he was searching for a new edtech business venture, the connection to mental health resources was personal.\u003c/p>\n\u003cp>By 2022, he and his team saw an opportunity to fill the ever-growing \u003ca href=\"https://www.kqed.org/mindshift/55382/investing-in-counselors-isnt-only-about-mental-health-its-good-for-academics-too\">gap between school counselors and students\u003c/a>. According to the American School Counselor Association, school counselors in the U.S., on average, each serve \u003ca href=\"https://www.schoolcounselor.org/getmedia/a988972b-1faa-4b5f-8b9e-a73b5ac44476/ratios-22-23-alpha.pdf#:~:text=The%20American%20School%20Counselor%20Association%20recommends%20a%20ratio%20of%20250%2Dto%2D1.\">385 students at a time\u003c/a>; their \u003ca href=\"https://www.schoolcounselor.org/getmedia/bd376246-0b4f-413f-b3e0-1b9938f36e68/ANM-executive-summary-4th-ed.pdf#:~:text=Research%20shows%20that%20appropriate%20student%2Dto%2Dschool%2Dcounselor%20ratios%20have,of%20school%20counseling%20programs%2C%20go%20to%20www.schoolcounselor.org/effectiveness.\">recommended ratio\u003c/a> is 250:1. And counselors are balancing a number of issues, like college readiness, while managing a s\u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">urge of mental health concerns among students\u003c/a>. An AI chatbot would’ve been the sounding board that he and many of his friends would have benefitted from when they were growing up, said Mehta.\u003c/p>\n\u003cp>At first, they wanted to develop a scripted rules-based chatbot, “and then ChatGPT came out, and like everything changed overnight,” said Mehta.\u003c/p>\n\u003cp>So Alongside was developed by Mehta and others for students in grades four through twelve, with an ambitious goal of solving students’ every day mental health, social and behavioral challenges.\u003c/p>\n\u003cp>When students chat with Kiwi, Alongside’s original chatbot, they are prompted to complete a skill-building exercise when the conversation has concluded.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Alongside has big plans to break negative cycles before they turn clinical, said Dr. Elsa Friis, a licensed psychologist for the company, whose background includes identifying autism, ADHD and suicide risk using Large Language Models (LLMs).\u003c/p>\n\u003cp>The Alongside app currently partners with more than 200 schools across 19 states, and collects student chat data for their \u003ca href=\"https://www.alongside.care/pages/pdf-2025-youth-mental-health-report?utm_campaign=Youth%20Mental%20Health%20Report%20%2725&utm_source=thirdparty_youthmhreport25&utm_medium=third%20party&utm_content=pdf_youthmhreport&utm_term=pr&eid=\">annual youth mental health report\u003c/a> — not a peer reviewed publication. Their findings this year, said Friis, were surprising. With almost no mention of social media or cyberbullying, the student users reported that their most pressing issues had to do with feeling overwhelmed, poor sleep habits and relationship problems.\u003c/p>\n\u003cp>Alongside boasts positive and insightful data points in their report and pilot study conducted earlier in 2025, but experts like \u003ca href=\"https://www.rand.org/about/people/m/mcbain_ryan.html\">Ryan McBain\u003c/a>, a health researcher at the RAND Corporation, said that the data isn’t robust enough to understand the real implications of these types of AI mental health tools.\u003c/p>\n\u003cp>“If you’re going to market a product to millions of children in adolescence throughout the United States through school systems, they need to meet some minimum standard in the context of actual rigorous trials,” said McBain.\u003c/p>\n\u003cp>But underneath all of the report’s data, what does it really mean for students to have 24/7 access to a chatbot that is designed to address their mental health, social, and behavioral concerns?\u003c/p>\n\u003ch2>\u003cstrong>What’s the difference between AI chatbots and AI companions?\u003c/strong>\u003c/h2>\n\u003cp>AI companions fall under the larger umbrella of AI chatbots. And while chatbots are becoming more and more sophisticated, AI companions are distinct in the ways that they interact with users. AI companions tend to have less built-in guardrails, meaning they are coded to endlessly adapt to user input; AI chatbots on the other hand might have more guardrails in place to keep a conversation on track or on topic. For example, a troubleshooting chatbot for a food delivery company has specific instructions to carry on conversations that only pertain to food delivery and app issues and isn’t designed to stray from the topic because it doesn’t know how to.\u003c/p>\n\u003cp>But the line between AI chatbot and AI companion becomes blurred as more and more people are \u003ca href=\"https://arxiv.org/pdf/2507.19218\">using chatbots like ChatGPT as an emotional or therapeutic sounding board\u003c/a>. The people-pleasing features of AI companions can and have become a growing issue of concern, especially when it comes to teens and other vulnerable people who use these companions to, at times, \u003ca href=\"https://www.npr.org/sections/shots-health-news/2025/09/19/nx-s1-5545749/ai-chatbots-safety-openai-meta-characterai-teens-suicide\">validate their suicidality\u003c/a>, delusions and unhealthy dependency on these AI companions.\u003c/p>\n\u003cp>A recent \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">report from Common Sense Media\u003c/a> expanded on the harmful effects that AI companion use has on adolescents and teens. According to the report, AI platforms like Character.AI are “designed to simulate humanlike interaction” in the form of “virtual friends, confidants, and even therapists.”\u003c/p>\n\u003cp>Although Common Sense Media found that AI companions “pose ‘unacceptable risks’ for users under 18,” young people are still using these platforms at high rates.\u003c/p>\n\u003cfigure id=\"attachment_65898\" class=\"wp-caption alignnone\" style=\"max-width: 2110px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65898\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report.png\" alt=\"\" width=\"2110\" height=\"816\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report.png 2110w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-2000x773.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-160x62.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-768x297.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-1536x594.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-2048x792.png 2048w\" sizes=\"auto, (max-width: 2110px) 100vw, 2110px\">\u003cfigcaption class=\"wp-caption-text\">From Common Sense Media 2025 report, “\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions\u003c/a>.”\u003c/figcaption>\u003c/figure>\n\u003cp>Seventy two percent of the 1,060 teens surveyed by Common Sense said that they had used an AI companion before, and 52% of teens surveyed are “regular users” of AI companions. However, for the most part, the report found that the majority of teens value human friendships more than AI companions, don’t share personal information with AI companions and hold some level of skepticism toward AI companions. Thirty nine percent of teens surveyed also said that they apply skills they practiced with AI companions, like expressing emotions, apologizing and standing up for themselves, in real life.\u003c/p>\n\u003cp>When comparing Common Sense Media’s recommendations for safer AI use to Alongside’s chatbot features, they do meet some of these recommendations — like crisis intervention, usage limits and skill-building elements. According to Mehta, there is a big difference between an AI companion and Alongside’s chatbot. Alongside’s chatbot has built-in safety features that require a human to review certain conversations based on trigger words or concerning phrases. And unlike tools like AI companions, Mehta continued, Alongside discourages student users from chatting too much.\u003c/p>\n\u003cp>One of the biggest challenges that chatbot developers like Alongside face is mitigating people-pleasing tendencies, said Friis, a defining characteristic of AI companions. Guardrails have been put into place by Alongside’s team to avoid people-pleasing, which can turn sinister. “We aren’t going to adapt to foul language, we aren’t going to adapt to bad habits,” said Friis. But it’s up to Alongside’s team to anticipate and determine which language falls into harmful categories including when students try to use the chatbot for cheating.\u003c/p>\n\u003cp>According to Friis, Alongside errs on the side of caution when it comes to determining what kind of language constitutes a concerning statement. If a chat is flagged, teachers at the partner school are pinged on their phones. In the meantime the student is prompted by Kiwi to complete a crisis assessment and directed to emergency service numbers if needed.\u003c/p>\n\u003ch2>\u003cstrong>Addressing staffing shortages and resource gaps\u003c/strong>\u003c/h2>\n\u003cp>In school settings where the ratio of students to school counselors is often impossibly high, Alongside acts as a triaging tool or liaison between students and their trusted adults, said Friis. For example, a conversation between Kiwi and a student might consist of back-and-forth troubleshooting about creating healthier sleeping habits. The student might be prompted to talk to their parents about making their room darker or adding in a nightlight for a better sleep environment. The student might then come back to their chat after a conversation with their parents and tell Kiwi whether or not that solution worked. If it did, then the conversation concludes, but if it didn’t then Kiwi can suggest other potential solutions.\u003c/p>\n\u003cp>According to Dr. Friis, a couple of 5-minute back-and-forth conversations with Kiwi, would translate to days if not weeks of conversations with a school counselor who has to prioritize students with the most severe issues and needs like repeated suspensions, suicidality and dropping out.\u003c/p>\n\u003cp>Using digital technologies to triage health issues is not a new idea, said RAND researcher McBain, and pointed to doctor wait rooms that greet patients with a health screener on an iPad.\u003c/p>\n\u003cp>“If a chatbot is a slightly more dynamic user interface for gathering that sort of information, then I think, in theory, that is not an issue,” McBain continued. The unanswered question is whether or not chatbots like Kiwi perform better, as well, or worse than a human would, but the only way to compare the human to the chatbot would be through randomized control trials, said McBain.\u003c/p>\n\u003cp>“One of my biggest fears is that companies are rushing in to try to be the first of their kind,” said McBain, and in the process are lowering safety and quality standards under which these companies and their academic partners circulate optimistic and eye-catching results from their product, he continued.\u003c/p>\n\u003cp>But there’s mounting pressure on school counselors to meet student needs with limited resources. “It’s really hard to create the space that [school counselors] want to create. Counselors want to have those interactions. It’s the system that’s making it really hard to have them,” said Friis.\u003c/p>\n\u003cp>Alongside offers their school partners professional development and consultation services, as well as quarterly summary reports. A lot of the time these services revolve around packaging data for grant proposals or for presenting compelling information to superintendents, said Friis.\u003c/p>\n\u003ch2>\u003cstrong>A research-backed approach\u003c/strong>\u003c/h2>\n\u003cp>On their website, Alongside touts research-backed methods used to develop their chatbot, and the company has partnered with Dr. Jessica Schleider at Northwestern University, who studies and develops \u003ca href=\"https://www.apa.org/topics/population-health/single-session-interventions\">single-session mental health interventions\u003c/a> (SSI) — mental health interventions designed to address and provide resolution to mental health concerns without the expectation of any follow-up sessions. A typical counseling intervention is at minimum, 12 weeks long, so single-session interventions were appealing to the Alongside team, but “what we know is that no product has ever been able to really effectively do that,” said Friis.\u003c/p>\n\u003cp>However, Schleider’s Lab for Scalable Mental Health has published multiple \u003ca href=\"https://www.schleiderlab.org/yes.html\">peer-reviewed trials and clinical research\u003c/a> demonstrating positive results for implementation of SSIs. The Lab for Scalable Mental Health also offers \u003ca href=\"https://www.schleiderlab.org/resources.html\">open source materials\u003c/a> for parents and professionals interested in implementing SSIs for teens and young people, and their initiative Project YES offers free and anonymous online SSIs for youth experiencing mental health concerns.\u003c/p>\n\u003cp>“One of my biggest fears is that companies are rushing in to try to be the first of their kind,” said McBain, and in the process are lowering safety and quality standards under which these companies and their academic partners circulate optimistic and eye-catching results from their product, he continued.\u003c/p>\n\u003ch2>\u003cstrong>What happens to a kid’s data when using AI for mental health interventions?\u003c/strong>\u003c/h2>\n\u003cp>Alongside gathers student data from their conversations with the chatbot like mood, hours of sleep, exercise habits, social habits, online interactions, among other things. While this data can offer schools insight into their students’ lives, it does bring up questions about student surveillance and data privacy.\u003c/p>\n\u003cfigure id=\"attachment_65899\" class=\"wp-caption alignnone\" style=\"max-width: 1126px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65899\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information.png\" alt=\"\" width=\"1126\" height=\"1428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information.png 1126w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information-160x203.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information-768x974.png 768w\" sizes=\"auto, (max-width: 1126px) 100vw, 1126px\">\u003cfigcaption class=\"wp-caption-text\">From Common Sense Media 2025 report, “\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions\u003c/a>.”\u003c/figcaption>\u003c/figure>\n\u003cp>Alongside like many other generative AI tools uses other LLM’s APIs — or application programming interface — meaning they include another company’s LLM code, like that used for OpenAI’s ChatGPT, in their chatbot programming which processes chat input and produces chat output. They also have their own in-house LLMs which the Alongside’s AI team has developed over a couple of years.\u003c/p>\n\u003cp>Growing concerns about how user data and personal information is stored is especially pertinent when it comes to sensitive student data. The Alongside team have opted-in to OpenAI’s zero data retention policy, which means that none of the student data is stored by OpenAI or other LLMs that Alongside uses, and none of the data from chats is used for training purposes.\u003c/p>\n\u003cp>Because Alongside operates in schools across the U.S., they are FERPA and COPPA compliant, but the data has to be stored somewhere. So, student’s personal identifying information (PII) is uncoupled from their chat data as that information is stored by Amazon Web Services (AWS), a cloud-based industry standard for private data storage by tech companies around the world.\u003c/p>\n\u003cp>Alongside uses an encryption process that disaggregates the student PII from their chats. Only when a conversation gets flagged, and needs to be seen by humans for safety reasons, does the student PII connect back to the chat in question. In addition, Alongside is required by law to store student chats and information when it has alerted a crisis, and parents and guardians are free to request that information, said Friis.\u003c/p>\n\u003cp>Typically, parental consent and student data policies are done through the school partners, and as with any school services offered like counseling, there is a parental opt-out option which must adhere to state and district guidelines on parental consent, said Friis.\u003c/p>\n\u003cp>Alongside and their school partners put guardrails in place to make sure that student data is kept safe and anonymous. However, \u003ca href=\"https://www.kqed.org/mindshift/65868/friendship-romantic-relationship-high-school-students-are-depending-on-ai-in-new-ways\">data breaches\u003c/a> can still happen.\u003c/p>\n\u003ch2>\u003cstrong>How the Alongside LLMs are trained\u003c/strong>\u003c/h2>\n\u003cp>One of Alongside’s in-house LLMs is used to identify potential crises in student chats and alert the necessary adults to that crisis, said Mehta. This LLM is trained on student and synthetic outputs and keywords that the Alongside team enters manually. And because language changes often and isn’t always straight forward or easily recognizable, the team keeps an ongoing log of different words and phrases, like the popular abbreviation “KMS” (shorthand for “kill myself”) that they retrain this particular LLM to understand as crisis driven.\u003c/p>\n\u003cp>Although according to Mehta, the process of manually inputting data to train the crisis assessing LLM is one of the biggest efforts that he and his team has to tackle, he doesn’t see a future in which this process could be automated by another AI tool. “I wouldn’t be comfortable automating something that could trigger a crisis [response],” he said — the preference being that the clinical team led by Friis contribute to this process through a clinical lens.\u003c/p>\n\u003cp>But with the potential for rapid growth in Alongside’s number of school partners, these processes will be very difficult to keep up with manually, said Robbie Torney, senior director of AI programs at Common Sense Media. Although Alongside emphasized their process of including human input in both their crisis response and LLM development, “you can’t necessarily scale a system like [this] easily because you’re going to run into the need for more and more human review,” continued Torney.\u003c/p>\n\u003cp>Alongside’s 2024-25 report tracks conflicts in students’ lives, but doesn’t distinguish whether those conflicts are happening online or in person. But according to Friis, it doesn’t really matter where peer-to-peer conflict was taking place. Ultimately, it’s most important to be person-centered, said Dr. Friis, and remain focused on what really matters to each individual student. Alongside does offer proactive skill building lessons on social media safety and digital stewardship.\u003c/p>\n\u003cp>When it comes to sleep, Kiwi is programmed to ask students about their phone habits “because we know that having your phone at night is one of the main things that’s gonna keep you up,” said Dr. Friis.\u003c/p>\n\u003ch2>\u003cstrong>Universal mental health screeners available\u003c/strong>\u003c/h2>\n\u003cp>Alongside also offers an in-app universal \u003ca href=\"https://www.forensiccounselor.org/images/file/MHSF%20III.pdf\">mental health screener\u003c/a> to school partners. One district in Corsicana, Texas — an old oil town situated outside of Dallas — found the data from the universal mental health screener invaluable. According to Margie Boulware, executive director of special programs for Corsicana Independent School District, the community has had issues with \u003ca href=\"https://www.cbsnews.com/texas/news/pregnant-teen-in-icu-after-corsicana-double-shooting-police-seek-leads/\">gun violence\u003c/a>, but the district didn’t have a way of surveying their 6,000 students on the mental health effects of traumatic events like these until Alongside was introduced.\u003c/p>\n\u003cp>According to Boulware, 24% of students surveyed in Corsicana, had a \u003ca href=\"https://www.nami.org/kids-teens-and-young-adults/be-a-trusted-adult-for-young-people-in-your-life/\">trusted adult\u003c/a> in their life, six percentage points fewer than the average in Alongside’s 2024-25 report. “It’s a little shocking how few kids are saying ‘we actually feel connected to an adult,’” said Friis. \u003ca href=\"https://www.jahonline.org/article/S1054-139X(12)00717-3/fulltext\">According to research\u003c/a>, having a trusted adult helps with young people’s social and emotional health and wellbeing, and can also counter the effects of adverse childhood experiences.\u003c/p>\n\u003cp>In a county where the school district is the biggest employer and where 80% of students are economically disadvantaged, mental health resources are bare. Boulware drew a correlation between the uptick in gun violence and the high percentage of students who said that they did not have a trusted adult in their home. And although the data given to the district from Alongside did not directly correlate with the violence that the community had been experiencing, it was the first time that the district was able to take a more comprehensive look at student mental health.\u003c/p>\n\u003cp>So the district formed a task force to tackle these issues of increased gun violence, and decreased mental health and belonging. And for the first time, rather than having to guess how many students were struggling with behavioral issues, Boulware and the task force had representative data to build off of. And without the universal screening survey that Alongside delivered, the district would have stuck to their end of year feedback survey — asking questions like “How was your year?” and “Did you like your teacher?”\u003c/p>\n\u003cp>Boulware believed that the universal screening survey encouraged students to self-reflect and answer questions more truthfully when compared with previous feedback surveys the district had conducted.\u003c/p>\n\u003cp>According to Boulware, student resources and mental health resources in particular are scarce in Corsicana. But the district does have a team of counselors including 16 academic counselors and six social emotional counselors.\u003c/p>\n\u003cp>With not enough social emotional counselors to go around, Boulware said that a lot of tier one students, or students that don’t require regular one-on-one or group academic or behavioral interventions, fly under their radar. She saw Alongside as an easily accessible tool for students that offers discrete coaching on mental health, social and behavioral issues. And it also offers educators and administrators like herself a glimpse behind the curtain into student mental health.\u003c/p>\n\u003cp>Boulware praised Alongside’s proactive features like gamified skill building for students who struggle with time management or task organization and can earn points and badges for completing certain skills lessons.\u003c/p>\n\u003cp>And Alongside fills an important gap for staff in Corsicana ISD. “The amount of hours that our kiddos are on Alongside…are hours that they’re not waiting outside of a student support counselor office,” which, because of the low ratio of counselors to students, allows for the social emotional counselors to focus on students experiencing a crisis, said Boulware. There is “no way I could have allotted the resources,” that Alongside brings to Corsicana, Boulware added.\u003c/p>\n\u003cp>The Alongside app requires 24/7 human monitoring by their school partners. This means that designated educators and admin in each district and school are assigned to receive alerts all hours of the day, any day of the week including during holidays. This feature was a concern for Boulware at first. “If a kiddo’s struggling at three o’clock in the morning and I’m asleep, what does that look like?” she said. Boulware and her team had to hope that an adult sees a crisis alert very quickly, she continued.\u003c/p>\n\u003cp>This 24/7 human monitoring system was tested in Corsicana last Christmas break. An alert came in and it took Boulware ten minutes to see it on her phone. By that time, the student had already begun working on an assessment survey prompted by Alongside, the principal who had seen the alert before Boulware had called her, and she had received a text message from the student support council. Boulware was able to contact their local chief of police and address the crisis unfolding. The student was able to connect with a counselor that same afternoon.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Anish Mehta, a computer science engineer, grew up in a culture that he said did not address mental health concerns even when he knew he could have benefitted from therapy. So when he was searching for a new edtech business venture, the connection to mental health resources was personal.\u003c/p>\n\u003cp>By 2022, he and his team saw an opportunity to fill the ever-growing \u003ca href=\"https://www.kqed.org/mindshift/55382/investing-in-counselors-isnt-only-about-mental-health-its-good-for-academics-too\">gap between school counselors and students\u003c/a>. According to the American School Counselor Association, school counselors in the U.S., on average, each serve \u003ca href=\"https://www.schoolcounselor.org/getmedia/a988972b-1faa-4b5f-8b9e-a73b5ac44476/ratios-22-23-alpha.pdf#:~:text=The%20American%20School%20Counselor%20Association%20recommends%20a%20ratio%20of%20250%2Dto%2D1.\">385 students at a time\u003c/a>; their \u003ca href=\"https://www.schoolcounselor.org/getmedia/bd376246-0b4f-413f-b3e0-1b9938f36e68/ANM-executive-summary-4th-ed.pdf#:~:text=Research%20shows%20that%20appropriate%20student%2Dto%2Dschool%2Dcounselor%20ratios%20have,of%20school%20counseling%20programs%2C%20go%20to%20www.schoolcounselor.org/effectiveness.\">recommended ratio\u003c/a> is 250:1. And counselors are balancing a number of issues, like college readiness, while managing a s\u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">urge of mental health concerns among students\u003c/a>. An AI chatbot would’ve been the sounding board that he and many of his friends would have benefitted from when they were growing up, said Mehta.\u003c/p>\n\u003cp>At first, they wanted to develop a scripted rules-based chatbot, “and then ChatGPT came out, and like everything changed overnight,” said Mehta.\u003c/p>\n\u003cp>So Alongside was developed by Mehta and others for students in grades four through twelve, with an ambitious goal of solving students’ every day mental health, social and behavioral challenges.\u003c/p>\n\u003cp>When students chat with Kiwi, Alongside’s original chatbot, they are prompted to complete a skill-building exercise when the conversation has concluded.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alongside has big plans to break negative cycles before they turn clinical, said Dr. Elsa Friis, a licensed psychologist for the company, whose background includes identifying autism, ADHD and suicide risk using Large Language Models (LLMs).\u003c/p>\n\u003cp>The Alongside app currently partners with more than 200 schools across 19 states, and collects student chat data for their \u003ca href=\"https://www.alongside.care/pages/pdf-2025-youth-mental-health-report?utm_campaign=Youth%20Mental%20Health%20Report%20%2725&utm_source=thirdparty_youthmhreport25&utm_medium=third%20party&utm_content=pdf_youthmhreport&utm_term=pr&eid=\">annual youth mental health report\u003c/a> — not a peer reviewed publication. Their findings this year, said Friis, were surprising. With almost no mention of social media or cyberbullying, the student users reported that their most pressing issues had to do with feeling overwhelmed, poor sleep habits and relationship problems.\u003c/p>\n\u003cp>Alongside boasts positive and insightful data points in their report and pilot study conducted earlier in 2025, but experts like \u003ca href=\"https://www.rand.org/about/people/m/mcbain_ryan.html\">Ryan McBain\u003c/a>, a health researcher at the RAND Corporation, said that the data isn’t robust enough to understand the real implications of these types of AI mental health tools.\u003c/p>\n\u003cp>“If you’re going to market a product to millions of children in adolescence throughout the United States through school systems, they need to meet some minimum standard in the context of actual rigorous trials,” said McBain.\u003c/p>\n\u003cp>But underneath all of the report’s data, what does it really mean for students to have 24/7 access to a chatbot that is designed to address their mental health, social, and behavioral concerns?\u003c/p>\n\u003ch2>\u003cstrong>What’s the difference between AI chatbots and AI companions?\u003c/strong>\u003c/h2>\n\u003cp>AI companions fall under the larger umbrella of AI chatbots. And while chatbots are becoming more and more sophisticated, AI companions are distinct in the ways that they interact with users. AI companions tend to have less built-in guardrails, meaning they are coded to endlessly adapt to user input; AI chatbots on the other hand might have more guardrails in place to keep a conversation on track or on topic. For example, a troubleshooting chatbot for a food delivery company has specific instructions to carry on conversations that only pertain to food delivery and app issues and isn’t designed to stray from the topic because it doesn’t know how to.\u003c/p>\n\u003cp>But the line between AI chatbot and AI companion becomes blurred as more and more people are \u003ca href=\"https://arxiv.org/pdf/2507.19218\">using chatbots like ChatGPT as an emotional or therapeutic sounding board\u003c/a>. The people-pleasing features of AI companions can and have become a growing issue of concern, especially when it comes to teens and other vulnerable people who use these companions to, at times, \u003ca href=\"https://www.npr.org/sections/shots-health-news/2025/09/19/nx-s1-5545749/ai-chatbots-safety-openai-meta-characterai-teens-suicide\">validate their suicidality\u003c/a>, delusions and unhealthy dependency on these AI companions.\u003c/p>\n\u003cp>A recent \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">report from Common Sense Media\u003c/a> expanded on the harmful effects that AI companion use has on adolescents and teens. According to the report, AI platforms like Character.AI are “designed to simulate humanlike interaction” in the form of “virtual friends, confidants, and even therapists.”\u003c/p>\n\u003cp>Although Common Sense Media found that AI companions “pose ‘unacceptable risks’ for users under 18,” young people are still using these platforms at high rates.\u003c/p>\n\u003cfigure id=\"attachment_65898\" class=\"wp-caption alignnone\" style=\"max-width: 2110px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65898\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report.png\" alt=\"\" width=\"2110\" height=\"816\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report.png 2110w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-2000x773.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-160x62.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-768x297.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-1536x594.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-AI-Report-2048x792.png 2048w\" sizes=\"auto, (max-width: 2110px) 100vw, 2110px\">\u003cfigcaption class=\"wp-caption-text\">From Common Sense Media 2025 report, “\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions\u003c/a>.”\u003c/figcaption>\u003c/figure>\n\u003cp>Seventy two percent of the 1,060 teens surveyed by Common Sense said that they had used an AI companion before, and 52% of teens surveyed are “regular users” of AI companions. However, for the most part, the report found that the majority of teens value human friendships more than AI companions, don’t share personal information with AI companions and hold some level of skepticism toward AI companions. Thirty nine percent of teens surveyed also said that they apply skills they practiced with AI companions, like expressing emotions, apologizing and standing up for themselves, in real life.\u003c/p>\n\u003cp>When comparing Common Sense Media’s recommendations for safer AI use to Alongside’s chatbot features, they do meet some of these recommendations — like crisis intervention, usage limits and skill-building elements. According to Mehta, there is a big difference between an AI companion and Alongside’s chatbot. Alongside’s chatbot has built-in safety features that require a human to review certain conversations based on trigger words or concerning phrases. And unlike tools like AI companions, Mehta continued, Alongside discourages student users from chatting too much.\u003c/p>\n\u003cp>One of the biggest challenges that chatbot developers like Alongside face is mitigating people-pleasing tendencies, said Friis, a defining characteristic of AI companions. Guardrails have been put into place by Alongside’s team to avoid people-pleasing, which can turn sinister. “We aren’t going to adapt to foul language, we aren’t going to adapt to bad habits,” said Friis. But it’s up to Alongside’s team to anticipate and determine which language falls into harmful categories including when students try to use the chatbot for cheating.\u003c/p>\n\u003cp>According to Friis, Alongside errs on the side of caution when it comes to determining what kind of language constitutes a concerning statement. If a chat is flagged, teachers at the partner school are pinged on their phones. In the meantime the student is prompted by Kiwi to complete a crisis assessment and directed to emergency service numbers if needed.\u003c/p>\n\u003ch2>\u003cstrong>Addressing staffing shortages and resource gaps\u003c/strong>\u003c/h2>\n\u003cp>In school settings where the ratio of students to school counselors is often impossibly high, Alongside acts as a triaging tool or liaison between students and their trusted adults, said Friis. For example, a conversation between Kiwi and a student might consist of back-and-forth troubleshooting about creating healthier sleeping habits. The student might be prompted to talk to their parents about making their room darker or adding in a nightlight for a better sleep environment. The student might then come back to their chat after a conversation with their parents and tell Kiwi whether or not that solution worked. If it did, then the conversation concludes, but if it didn’t then Kiwi can suggest other potential solutions.\u003c/p>\n\u003cp>According to Dr. Friis, a couple of 5-minute back-and-forth conversations with Kiwi, would translate to days if not weeks of conversations with a school counselor who has to prioritize students with the most severe issues and needs like repeated suspensions, suicidality and dropping out.\u003c/p>\n\u003cp>Using digital technologies to triage health issues is not a new idea, said RAND researcher McBain, and pointed to doctor wait rooms that greet patients with a health screener on an iPad.\u003c/p>\n\u003cp>“If a chatbot is a slightly more dynamic user interface for gathering that sort of information, then I think, in theory, that is not an issue,” McBain continued. The unanswered question is whether or not chatbots like Kiwi perform better, as well, or worse than a human would, but the only way to compare the human to the chatbot would be through randomized control trials, said McBain.\u003c/p>\n\u003cp>“One of my biggest fears is that companies are rushing in to try to be the first of their kind,” said McBain, and in the process are lowering safety and quality standards under which these companies and their academic partners circulate optimistic and eye-catching results from their product, he continued.\u003c/p>\n\u003cp>But there’s mounting pressure on school counselors to meet student needs with limited resources. “It’s really hard to create the space that [school counselors] want to create. Counselors want to have those interactions. It’s the system that’s making it really hard to have them,” said Friis.\u003c/p>\n\u003cp>Alongside offers their school partners professional development and consultation services, as well as quarterly summary reports. A lot of the time these services revolve around packaging data for grant proposals or for presenting compelling information to superintendents, said Friis.\u003c/p>\n\u003ch2>\u003cstrong>A research-backed approach\u003c/strong>\u003c/h2>\n\u003cp>On their website, Alongside touts research-backed methods used to develop their chatbot, and the company has partnered with Dr. Jessica Schleider at Northwestern University, who studies and develops \u003ca href=\"https://www.apa.org/topics/population-health/single-session-interventions\">single-session mental health interventions\u003c/a> (SSI) — mental health interventions designed to address and provide resolution to mental health concerns without the expectation of any follow-up sessions. A typical counseling intervention is at minimum, 12 weeks long, so single-session interventions were appealing to the Alongside team, but “what we know is that no product has ever been able to really effectively do that,” said Friis.\u003c/p>\n\u003cp>However, Schleider’s Lab for Scalable Mental Health has published multiple \u003ca href=\"https://www.schleiderlab.org/yes.html\">peer-reviewed trials and clinical research\u003c/a> demonstrating positive results for implementation of SSIs. The Lab for Scalable Mental Health also offers \u003ca href=\"https://www.schleiderlab.org/resources.html\">open source materials\u003c/a> for parents and professionals interested in implementing SSIs for teens and young people, and their initiative Project YES offers free and anonymous online SSIs for youth experiencing mental health concerns.\u003c/p>\n\u003cp>“One of my biggest fears is that companies are rushing in to try to be the first of their kind,” said McBain, and in the process are lowering safety and quality standards under which these companies and their academic partners circulate optimistic and eye-catching results from their product, he continued.\u003c/p>\n\u003ch2>\u003cstrong>What happens to a kid’s data when using AI for mental health interventions?\u003c/strong>\u003c/h2>\n\u003cp>Alongside gathers student data from their conversations with the chatbot like mood, hours of sleep, exercise habits, social habits, online interactions, among other things. While this data can offer schools insight into their students’ lives, it does bring up questions about student surveillance and data privacy.\u003c/p>\n\u003cfigure id=\"attachment_65899\" class=\"wp-caption alignnone\" style=\"max-width: 1126px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65899\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information.png\" alt=\"\" width=\"1126\" height=\"1428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information.png 1126w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information-160x203.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/Common-Sense-Media-Personal-Information-768x974.png 768w\" sizes=\"auto, (max-width: 1126px) 100vw, 1126px\">\u003cfigcaption class=\"wp-caption-text\">From Common Sense Media 2025 report, “\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/talk-trust-and-trade-offs_2025_web.pdf\">Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions\u003c/a>.”\u003c/figcaption>\u003c/figure>\n\u003cp>Alongside like many other generative AI tools uses other LLM’s APIs — or application programming interface — meaning they include another company’s LLM code, like that used for OpenAI’s ChatGPT, in their chatbot programming which processes chat input and produces chat output. They also have their own in-house LLMs which the Alongside’s AI team has developed over a couple of years.\u003c/p>\n\u003cp>Growing concerns about how user data and personal information is stored is especially pertinent when it comes to sensitive student data. The Alongside team have opted-in to OpenAI’s zero data retention policy, which means that none of the student data is stored by OpenAI or other LLMs that Alongside uses, and none of the data from chats is used for training purposes.\u003c/p>\n\u003cp>Because Alongside operates in schools across the U.S., they are FERPA and COPPA compliant, but the data has to be stored somewhere. So, student’s personal identifying information (PII) is uncoupled from their chat data as that information is stored by Amazon Web Services (AWS), a cloud-based industry standard for private data storage by tech companies around the world.\u003c/p>\n\u003cp>Alongside uses an encryption process that disaggregates the student PII from their chats. Only when a conversation gets flagged, and needs to be seen by humans for safety reasons, does the student PII connect back to the chat in question. In addition, Alongside is required by law to store student chats and information when it has alerted a crisis, and parents and guardians are free to request that information, said Friis.\u003c/p>\n\u003cp>Typically, parental consent and student data policies are done through the school partners, and as with any school services offered like counseling, there is a parental opt-out option which must adhere to state and district guidelines on parental consent, said Friis.\u003c/p>\n\u003cp>Alongside and their school partners put guardrails in place to make sure that student data is kept safe and anonymous. However, \u003ca href=\"https://www.kqed.org/mindshift/65868/friendship-romantic-relationship-high-school-students-are-depending-on-ai-in-new-ways\">data breaches\u003c/a> can still happen.\u003c/p>\n\u003ch2>\u003cstrong>How the Alongside LLMs are trained\u003c/strong>\u003c/h2>\n\u003cp>One of Alongside’s in-house LLMs is used to identify potential crises in student chats and alert the necessary adults to that crisis, said Mehta. This LLM is trained on student and synthetic outputs and keywords that the Alongside team enters manually. And because language changes often and isn’t always straight forward or easily recognizable, the team keeps an ongoing log of different words and phrases, like the popular abbreviation “KMS” (shorthand for “kill myself”) that they retrain this particular LLM to understand as crisis driven.\u003c/p>\n\u003cp>Although according to Mehta, the process of manually inputting data to train the crisis assessing LLM is one of the biggest efforts that he and his team has to tackle, he doesn’t see a future in which this process could be automated by another AI tool. “I wouldn’t be comfortable automating something that could trigger a crisis [response],” he said — the preference being that the clinical team led by Friis contribute to this process through a clinical lens.\u003c/p>\n\u003cp>But with the potential for rapid growth in Alongside’s number of school partners, these processes will be very difficult to keep up with manually, said Robbie Torney, senior director of AI programs at Common Sense Media. Although Alongside emphasized their process of including human input in both their crisis response and LLM development, “you can’t necessarily scale a system like [this] easily because you’re going to run into the need for more and more human review,” continued Torney.\u003c/p>\n\u003cp>Alongside’s 2024-25 report tracks conflicts in students’ lives, but doesn’t distinguish whether those conflicts are happening online or in person. But according to Friis, it doesn’t really matter where peer-to-peer conflict was taking place. Ultimately, it’s most important to be person-centered, said Dr. Friis, and remain focused on what really matters to each individual student. Alongside does offer proactive skill building lessons on social media safety and digital stewardship.\u003c/p>\n\u003cp>When it comes to sleep, Kiwi is programmed to ask students about their phone habits “because we know that having your phone at night is one of the main things that’s gonna keep you up,” said Dr. Friis.\u003c/p>\n\u003ch2>\u003cstrong>Universal mental health screeners available\u003c/strong>\u003c/h2>\n\u003cp>Alongside also offers an in-app universal \u003ca href=\"https://www.forensiccounselor.org/images/file/MHSF%20III.pdf\">mental health screener\u003c/a> to school partners. One district in Corsicana, Texas — an old oil town situated outside of Dallas — found the data from the universal mental health screener invaluable. According to Margie Boulware, executive director of special programs for Corsicana Independent School District, the community has had issues with \u003ca href=\"https://www.cbsnews.com/texas/news/pregnant-teen-in-icu-after-corsicana-double-shooting-police-seek-leads/\">gun violence\u003c/a>, but the district didn’t have a way of surveying their 6,000 students on the mental health effects of traumatic events like these until Alongside was introduced.\u003c/p>\n\u003cp>According to Boulware, 24% of students surveyed in Corsicana, had a \u003ca href=\"https://www.nami.org/kids-teens-and-young-adults/be-a-trusted-adult-for-young-people-in-your-life/\">trusted adult\u003c/a> in their life, six percentage points fewer than the average in Alongside’s 2024-25 report. “It’s a little shocking how few kids are saying ‘we actually feel connected to an adult,’” said Friis. \u003ca href=\"https://www.jahonline.org/article/S1054-139X(12)00717-3/fulltext\">According to research\u003c/a>, having a trusted adult helps with young people’s social and emotional health and wellbeing, and can also counter the effects of adverse childhood experiences.\u003c/p>\n\u003cp>In a county where the school district is the biggest employer and where 80% of students are economically disadvantaged, mental health resources are bare. Boulware drew a correlation between the uptick in gun violence and the high percentage of students who said that they did not have a trusted adult in their home. And although the data given to the district from Alongside did not directly correlate with the violence that the community had been experiencing, it was the first time that the district was able to take a more comprehensive look at student mental health.\u003c/p>\n\u003cp>So the district formed a task force to tackle these issues of increased gun violence, and decreased mental health and belonging. And for the first time, rather than having to guess how many students were struggling with behavioral issues, Boulware and the task force had representative data to build off of. And without the universal screening survey that Alongside delivered, the district would have stuck to their end of year feedback survey — asking questions like “How was your year?” and “Did you like your teacher?”\u003c/p>\n\u003cp>Boulware believed that the universal screening survey encouraged students to self-reflect and answer questions more truthfully when compared with previous feedback surveys the district had conducted.\u003c/p>\n\u003cp>According to Boulware, student resources and mental health resources in particular are scarce in Corsicana. But the district does have a team of counselors including 16 academic counselors and six social emotional counselors.\u003c/p>\n\u003cp>With not enough social emotional counselors to go around, Boulware said that a lot of tier one students, or students that don’t require regular one-on-one or group academic or behavioral interventions, fly under their radar. She saw Alongside as an easily accessible tool for students that offers discrete coaching on mental health, social and behavioral issues. And it also offers educators and administrators like herself a glimpse behind the curtain into student mental health.\u003c/p>\n\u003cp>Boulware praised Alongside’s proactive features like gamified skill building for students who struggle with time management or task organization and can earn points and badges for completing certain skills lessons.\u003c/p>\n\u003cp>And Alongside fills an important gap for staff in Corsicana ISD. “The amount of hours that our kiddos are on Alongside…are hours that they’re not waiting outside of a student support counselor office,” which, because of the low ratio of counselors to students, allows for the social emotional counselors to focus on students experiencing a crisis, said Boulware. There is “no way I could have allotted the resources,” that Alongside brings to Corsicana, Boulware added.\u003c/p>\n\u003cp>The Alongside app requires 24/7 human monitoring by their school partners. This means that designated educators and admin in each district and school are assigned to receive alerts all hours of the day, any day of the week including during holidays. This feature was a concern for Boulware at first. “If a kiddo’s struggling at three o’clock in the morning and I’m asleep, what does that look like?” she said. Boulware and her team had to hope that an adult sees a crisis alert very quickly, she continued.\u003c/p>\n\u003cp>This 24/7 human monitoring system was tested in Corsicana last Christmas break. An alert came in and it took Boulware ten minutes to see it on her phone. By that time, the student had already begun working on an assessment survey prompted by Alongside, the principal who had seen the alert before Boulware had called her, and she had received a text message from the student support council. Boulware was able to contact their local chief of police and address the crisis unfolding. The student was able to connect with a counselor that same afternoon.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Jessica Lifshitz noticed a shift in the writing stamina of her fifth graders in recent years. Students weren’t connecting to text-heavy personal narratives in the way that they used to.\u003c/p>\n\u003cp>She couldn’t pinpoint the reason for this steady decline in writing stamina, but the disconnect was clear. “Our kids are just having a harder time writing longer pieces compared to what they used to be able to do,” said Lifshitz, who has been teaching for 21 years.\u003c/p>\n\u003cp>Looking at examples of writing and storytelling is an important element of building students’ literacy and writing skills. Since her students were struggling with the existing material, she decided to do something different: have her students rely on themselves and their voices for that narrative.\u003c/p>\n\u003cp>Last fall, Lifshitz decided to introduce the first writing unit of the year using “\u003ca href=\"https://themoth.org/\">The Moth\u003c/a>,” the popular podcast, public radio program and event.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students spent six weeks listening to, watching, developing, writing and eventually recording their own stories. The unit was a success; it sparked the young readers’ and writers’ storytelling abilities and offered lessons in empathy, courage and multi-modal literacy.\u003c/p>\n\u003cp>“We certainly practice [responding to prompts about short readings] in other ways, but I also wanted to just bring the joy of storytelling back to kids,” said Lifshitz.\u003c/p>\n\u003cp>In an age where writing in school is often focused on fulfilling standardized test requirements, personal narrative writing units can offer a more personalized approach to literacy.\u003c/p>\n\u003cp>\u003cstrong>Personal Narrative Unit\u003c/strong>\u003c/p>\n\u003cp>Lifshitz starts the unit by introducing her students to examples of personal narratives from The Moth’s archives. The fifth graders then sample more of the pre-approved stories on their own. As the students listened to the stories, watched the videos and read the transcripts, they worked on annotating the text and answered questions like: What is this story about? How can this story help others?\u003c/p>\n\u003cp>Then students brainstormed stories from their own lives and shared these stories with their peers. Lifshitz said the energy from her students during the brainstorming was palpable and resulted in stories with titles like, “When Petsitting Goes Wrong,” “The Hardest Math Problem” and “Grandpa and Grandma Day.”\u003c/p>\n\u003cp>Once each student landed on a story they wanted to develop further, they mapped them out using a graphic organizer and studied four storytelling strategies. “Snapshots” describe in detail things that could be seen; “Thought-shots” describe the thoughts and emotions that the writer was experiencing; “Exploding important moments” magnified significant parts of the story; And “Adding in reflection” encouraged students to share a lesson that their story could teach.\u003c/p>\n\u003cp>Additionally, Lifshitz reflected on her own journey using The Moth in our latest episode of the MindShift Podcast. She describes the community of teachers she developed as she started sharing her own teaching stories with the world, and the difference it made in reigniting her excitement with teaching.\u003c/p>\n\u003cp>“As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow, and writing was such a huge part of that for me,” Lifshitz said in the podcast. “Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>The Moth Model\u003c/strong>\u003c/p>\n\u003cp>While Lifshitz developed her own unit, \u003ca href=\"https://themoth.org/the-moths-education-program\">The Moth has a curriculum for K-12 teachers\u003c/a> who are a part of their Teacher’s Lounge program. The Moth also hosts in-person afterschool and summer programs for teens, as well as virtual workshops.\u003c/p>\n\u003cp>It’s rare for teens to find a space where they are free to tell their own stories, uninterrupted, for five minutes “unless you’re talking to the internet in a void,” said Ana Stern, The Moth’s senior manager of education. At the end of the eight-week sessions, the teens share their stories for the whole group. The “slam,” as they call it, is also recorded. The recordings are given to each student and they get to decide what they want to do with them.\u003c/p>\n\u003cp>Some teens perform their story at the slam and never look at the recording again, said Stern, and that’s okay.\u003c/p>\n\u003cp>According to Stern, building a community comes first because storytelling can be a vulnerable experience. “We really spend a lot of time concentrating on building as brave and as safe a space as possible,” she said. And the program encourages students to lead with curiosity and withhold judgement when giving peer-to-peer feedback, she continued. Often, by the end of the eight-week program Stern hears feedback from students like, “I never thought my story would matter” and “I never thought I had anything to say.”\u003c/p>\n\u003cp>“Through the workshop, they’re realizing not only do they have something to say, but they have folks who want to hear them as well,” said Stern.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Ki Sung, and with me today is MindShift reporter Marlena Jackson-Retondo.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Hi, Ki.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Hi, Marlena. So you have a story today that’s about writing, but it’s really about something else. Tell us more.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I’m here to tell you about a teacher named Jessica Lifshitz. Jessica has been teaching for two decades, but over time, she began to notice a shift in the writing stamina of her fifth graders. They were petering out and not really interested in writing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Struggling with student engagement, that sounds like a really familiar problem teachers have, especially post pandemic.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Yeah, students weren’t connecting to traditional writing prompts for personal narratives in the way that they used to. Like how did the student spend their summer? What was their favorite memory? Something was missing, both from the text prompts and the student assignments, so she out an idea from the moth. In the moth, adults perform their stories in front of a live audience, usually about three stories per episode, and these stories are grouped by themes like timeless love, football, and grocery trips.\u003c/p>\n\u003cp>Jess’s students read their moth-style stories about fifth grade stuff, with titles like When Pet Sitting Goes Wrong.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>When I got into the backyard, I couldn’t find the pit bull. I was just like, oh my god, oh god, oh my God, oh God, Oh my God.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: Grandpa and grandma day.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>Grandma always makes the best lunches. Cucumbers, mango, watermelon, tuna, croissants, grapes. I would put it all on my plate and start making food monsters.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: And the hardest math problem.\u003c/p>\n\u003cp>\u003cstrong>Speaker:\u003c/strong> Once, when I was doing math, my teacher introduced me to an indescribably hard math problem. If my head had a fuse, like where a bomb would be, it would blow.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We’ll tell you why Jessica wanted to do this after the break.\u003c/p>\n\u003cp>\u003cstrong>Announcer: \u003c/strong>Support for MindShift comes from Landmark College. Landmark college’s fully online certificate in learning differences and neurodiversity provides educators with research-based skills and strategies that improve learning outcomes for neurodivergent students. Earn up to 15 graduate level credits and specialize in one of the following areas, post-secondary disability services, executive function, or autism on campus or online. Learn more at landmark.edu slash certificate.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Teacher Jessica Lifshitz does something special in her classroom. Instead of having her students respond to boring writing prompts on paper, she has them tell stories about their lives to each other.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay Marlena, that sounds great. So what’s the real reason Jess has her students do this?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Well, I thought we’d get a little meta, so I asked Jess Lifshitz to do something a little different for you, our listeners. I asked just to tell the story of why she came to teach her students about narrative storytelling all of the month. She performed her piece in front of a tiny audience live near Chicago. Please welcome Jess Lifshitz.\u003c/p>\n\u003cp>\u003cstrong>Jess Lifshitz:\u003c/strong> My students are storytellers.\u003c/p>\n\u003cp>Their stories fill the spaces in which we learn. And when I think of my storytellers, I think of one student in particular. She is a master storyteller and her name is Lucy. Every morning we begin our days with a check-in question, a quick way to ease into our morning, a way for everyone to have their voice heard before we dig into the harder work of the day.\u003c/p>\n\u003cp>The questions are simple. What is the thing you are most proud of or what is your biggest fear?\u003c/p>\n\u003cp>And Lucy, she turns every answer into an adventure. Like the time when the question asked about your scariest moment. And Lucy launched into the ordeal that ensued when her dog ran away and she searched her entire neighborhood to find her only to return home and find her dog waiting for her in the backyard. Or the time she was answering a question about the worst injury you’ve ever had and it turned into a five minute retelling. Or the time she was wrapped in a mermaid blanket and turned over in her bed and fell directly onto her humidifier, smacking her face and leaving her with a permanent scar on her cheek.\u003c/p>\n\u003cp>There is rarely a day that goes by where she doesn’t give us all a good story.\u003c/p>\n\u003cp>Now I’ve been a teacher for more than 20 years. In those 20 years, I have heard my share of childhood adventures told through the dramatic voices of my students. But in those 20 years, I have also had to read the often dry words of those same students as they write in response to the boring prompts that we are required to assign from time to time. You know the kind. Prompts like, ‘What is something you did this summer?’ Or ‘What is an important moment you spent with someone you love?’\u003c/p>\n\u003cp>I don’t know what it is, but something about those prompts just sucks the soul out of a story. All that heart, all that voice that students like Lucy naturally pour into their stories seems to disappear when they are asked to write those same stories out for an assignment.\u003c/p>\n\u003cp>And after 20 years of watching the joy slip out of a story, I decided that I needed to do something to try to recapture the energy that filled my students’ stories when they were not writing for an an assignment, I wanted their classroom writing to be filled with the same kind of energy that filled every one of Lucy’s stories.\u003c/p>\n\u003cp>As I began to wrestle with how to bring this joy back to my students and to their stories, I started to think about my own history with writing. When I was a kid, I never saw myself as a writer. I saw writing as something I had to do, a task that I had complete. But at a certain point in my life, that changed. At some point, writing became a way for me to process the world.\u003c/p>\n\u003cp>Writing brought me peace. Writing became so much more than a task. It became a way to connect with myself and with others. Writing become a way for me to form community.\u003c/p>\n\u003cp>So when did that happen? For me, that transformation occurred when I started to write about my life as a fifth grade literacy teacher. This was in the days when the internet was a kinder place, when blogging wasn’t a career, when we weren’t worried about being influencers.\u003c/p>\n\u003cp>And this amazing thing happened through my writing. In a time when I felt isolated as a teacher, stagnant and bored with the teaching I was doing, I found others who opened up a whole new world for me through the sharing of their stories. I read the stories of others and they inspired me to think about teaching in a whole way.\u003c/p>\n\u003cp>As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow. And writing was such a huge part of that for me. Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.\u003c/p>\n\u003cp>I was fine until I learned what else was out there. And then I became better because of it.\u003c/p>\n\u003cp>That is what I wanted for my students. I wanted my students to see storytelling as a way to connect with others. As a way to feel less alone in this world.\u003c/p>\n\u003cp>So I started to think about how to cultivate the same kind of experience for my students. And I kept thinking about the role that an audience plays in our storytelling. When our stories have a place to land, a place where they matter and can cause others to see the world in a new or different way, that is when our stories feel the most worthwhile.\u003c/p>\n\u003cp>And in all those boring writing prompts, the only audience my students saw for their stories was me, their teacher.\u003c/p>\n\u003cp>I needed to find a way to give them an audience beyond just me and to make their stories matter. And as I started to think about telling stories for an audience, my mind began to wander to one of my favorite public radio podcasts, the Moth Radio Hour.\u003c/p>\n\u003cp>How many times did I sat in my car at the end of a long day needing to hear the end of a Moth radio hour story? Sometimes those driveway moments were filled with laughter and sometimes with tears, but every one of those moments had one thing in common, a compelling story told in front of an audience that caused me to feel something in connection with the person telling the story.\u003c/p>\n\u003cp>It was those thoughts of the purpose of storytelling and of the Moth radio hour that led me to the realization that this year, my fifth graders and I would start our writing year with our very own Moth story hour. We would find a way to tell our stories, to use our stories to connect us, to learn from one another’s stories and to build our classroom community on the foundation of the stories that we would share.\u003c/p>\n\u003cp>I have a lot of hopes for my students and I had a lot hopes of what a Moth Story Hour might be able to do for my student and for me.\u003c/p>\n\u003cp>Let me share a few of those hopes with you.\u003c/p>\n\u003cp>Hope number one. In a world where far too much of the writing we ask our students to do in school is connected to the tests that they will take, it is my hope that my students can find a way to use writing to connect us to each other instead.\u003c/p>\n\u003cp>Hope number two, it is hope that if my students are able to feel the ways in which writing can serve a genuine purpose, that it can make them better, they will see the other benefits of writing on their own.\u003c/p>\n\u003cp>And finally, hope number three is really a hope for myself and my fellow educators. In order for our students to be able to feel the ways in which writing can serve these genuine purposes, we as educators must have the freedom to craft for our student the kinds of writing experiences that cultivate those possibilities.\u003c/p>\n\u003cp>And for me and for my fifth grade students, the Moth story hour was just that kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That was Jess Lifshitz, a fifth grade teacher near Chicago. When I talked with her earlier this year, she said that this revamped writing unit not only allowed her students to connect with their own stories, but also help them develop empathy for one another. And who doesn’t love that?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Sounds like a happy ending. Thanks Marlena for sharing that story with us.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> You’re welcome.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>That was MindShift reporter Marlena Jackson-Retondo. We’ll bring you more ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing. The MindShift team includes me, Ki Sung, Nima Gobier, Marlena Jackson- Retondo, and Marnette Federis. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Additional support from Jen Chien, Katie Sprenger, and Maha Sanad. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Some members of the KQED podcast team are represented by the Screen Actors Guild American Federation of Television and Radio Artists, San Francisco, Northern California Local. Thanks for listening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Jessica Lifshitz noticed a shift in the writing stamina of her fifth graders in recent years. Students weren’t connecting to text-heavy personal narratives in the way that they used to.\u003c/p>\n\u003cp>She couldn’t pinpoint the reason for this steady decline in writing stamina, but the disconnect was clear. “Our kids are just having a harder time writing longer pieces compared to what they used to be able to do,” said Lifshitz, who has been teaching for 21 years.\u003c/p>\n\u003cp>Looking at examples of writing and storytelling is an important element of building students’ literacy and writing skills. Since her students were struggling with the existing material, she decided to do something different: have her students rely on themselves and their voices for that narrative.\u003c/p>\n\u003cp>Last fall, Lifshitz decided to introduce the first writing unit of the year using “\u003ca href=\"https://themoth.org/\">The Moth\u003c/a>,” the popular podcast, public radio program and event.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students spent six weeks listening to, watching, developing, writing and eventually recording their own stories. The unit was a success; it sparked the young readers’ and writers’ storytelling abilities and offered lessons in empathy, courage and multi-modal literacy.\u003c/p>\n\u003cp>“We certainly practice [responding to prompts about short readings] in other ways, but I also wanted to just bring the joy of storytelling back to kids,” said Lifshitz.\u003c/p>\n\u003cp>In an age where writing in school is often focused on fulfilling standardized test requirements, personal narrative writing units can offer a more personalized approach to literacy.\u003c/p>\n\u003cp>\u003cstrong>Personal Narrative Unit\u003c/strong>\u003c/p>\n\u003cp>Lifshitz starts the unit by introducing her students to examples of personal narratives from The Moth’s archives. The fifth graders then sample more of the pre-approved stories on their own. As the students listened to the stories, watched the videos and read the transcripts, they worked on annotating the text and answered questions like: What is this story about? How can this story help others?\u003c/p>\n\u003cp>Then students brainstormed stories from their own lives and shared these stories with their peers. Lifshitz said the energy from her students during the brainstorming was palpable and resulted in stories with titles like, “When Petsitting Goes Wrong,” “The Hardest Math Problem” and “Grandpa and Grandma Day.”\u003c/p>\n\u003cp>Once each student landed on a story they wanted to develop further, they mapped them out using a graphic organizer and studied four storytelling strategies. “Snapshots” describe in detail things that could be seen; “Thought-shots” describe the thoughts and emotions that the writer was experiencing; “Exploding important moments” magnified significant parts of the story; And “Adding in reflection” encouraged students to share a lesson that their story could teach.\u003c/p>\n\u003cp>Additionally, Lifshitz reflected on her own journey using The Moth in our latest episode of the MindShift Podcast. She describes the community of teachers she developed as she started sharing her own teaching stories with the world, and the difference it made in reigniting her excitement with teaching.\u003c/p>\n\u003cp>“As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow, and writing was such a huge part of that for me,” Lifshitz said in the podcast. “Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>The Moth Model\u003c/strong>\u003c/p>\n\u003cp>While Lifshitz developed her own unit, \u003ca href=\"https://themoth.org/the-moths-education-program\">The Moth has a curriculum for K-12 teachers\u003c/a> who are a part of their Teacher’s Lounge program. The Moth also hosts in-person afterschool and summer programs for teens, as well as virtual workshops.\u003c/p>\n\u003cp>It’s rare for teens to find a space where they are free to tell their own stories, uninterrupted, for five minutes “unless you’re talking to the internet in a void,” said Ana Stern, The Moth’s senior manager of education. At the end of the eight-week sessions, the teens share their stories for the whole group. The “slam,” as they call it, is also recorded. The recordings are given to each student and they get to decide what they want to do with them.\u003c/p>\n\u003cp>Some teens perform their story at the slam and never look at the recording again, said Stern, and that’s okay.\u003c/p>\n\u003cp>According to Stern, building a community comes first because storytelling can be a vulnerable experience. “We really spend a lot of time concentrating on building as brave and as safe a space as possible,” she said. And the program encourages students to lead with curiosity and withhold judgement when giving peer-to-peer feedback, she continued. Often, by the end of the eight-week program Stern hears feedback from students like, “I never thought my story would matter” and “I never thought I had anything to say.”\u003c/p>\n\u003cp>“Through the workshop, they’re realizing not only do they have something to say, but they have folks who want to hear them as well,” said Stern.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Ki Sung, and with me today is MindShift reporter Marlena Jackson-Retondo.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Hi, Ki.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Hi, Marlena. So you have a story today that’s about writing, but it’s really about something else. Tell us more.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I’m here to tell you about a teacher named Jessica Lifshitz. Jessica has been teaching for two decades, but over time, she began to notice a shift in the writing stamina of her fifth graders. They were petering out and not really interested in writing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Struggling with student engagement, that sounds like a really familiar problem teachers have, especially post pandemic.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Yeah, students weren’t connecting to traditional writing prompts for personal narratives in the way that they used to. Like how did the student spend their summer? What was their favorite memory? Something was missing, both from the text prompts and the student assignments, so she out an idea from the moth. In the moth, adults perform their stories in front of a live audience, usually about three stories per episode, and these stories are grouped by themes like timeless love, football, and grocery trips.\u003c/p>\n\u003cp>Jess’s students read their moth-style stories about fifth grade stuff, with titles like When Pet Sitting Goes Wrong.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>When I got into the backyard, I couldn’t find the pit bull. I was just like, oh my god, oh god, oh my God, oh God, Oh my God.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: Grandpa and grandma day.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>Grandma always makes the best lunches. Cucumbers, mango, watermelon, tuna, croissants, grapes. I would put it all on my plate and start making food monsters.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: And the hardest math problem.\u003c/p>\n\u003cp>\u003cstrong>Speaker:\u003c/strong> Once, when I was doing math, my teacher introduced me to an indescribably hard math problem. If my head had a fuse, like where a bomb would be, it would blow.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We’ll tell you why Jessica wanted to do this after the break.\u003c/p>\n\u003cp>\u003cstrong>Announcer: \u003c/strong>Support for MindShift comes from Landmark College. Landmark college’s fully online certificate in learning differences and neurodiversity provides educators with research-based skills and strategies that improve learning outcomes for neurodivergent students. Earn up to 15 graduate level credits and specialize in one of the following areas, post-secondary disability services, executive function, or autism on campus or online. Learn more at landmark.edu slash certificate.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Teacher Jessica Lifshitz does something special in her classroom. Instead of having her students respond to boring writing prompts on paper, she has them tell stories about their lives to each other.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay Marlena, that sounds great. So what’s the real reason Jess has her students do this?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Well, I thought we’d get a little meta, so I asked Jess Lifshitz to do something a little different for you, our listeners. I asked just to tell the story of why she came to teach her students about narrative storytelling all of the month. She performed her piece in front of a tiny audience live near Chicago. Please welcome Jess Lifshitz.\u003c/p>\n\u003cp>\u003cstrong>Jess Lifshitz:\u003c/strong> My students are storytellers.\u003c/p>\n\u003cp>Their stories fill the spaces in which we learn. And when I think of my storytellers, I think of one student in particular. She is a master storyteller and her name is Lucy. Every morning we begin our days with a check-in question, a quick way to ease into our morning, a way for everyone to have their voice heard before we dig into the harder work of the day.\u003c/p>\n\u003cp>The questions are simple. What is the thing you are most proud of or what is your biggest fear?\u003c/p>\n\u003cp>And Lucy, she turns every answer into an adventure. Like the time when the question asked about your scariest moment. And Lucy launched into the ordeal that ensued when her dog ran away and she searched her entire neighborhood to find her only to return home and find her dog waiting for her in the backyard. Or the time she was answering a question about the worst injury you’ve ever had and it turned into a five minute retelling. Or the time she was wrapped in a mermaid blanket and turned over in her bed and fell directly onto her humidifier, smacking her face and leaving her with a permanent scar on her cheek.\u003c/p>\n\u003cp>There is rarely a day that goes by where she doesn’t give us all a good story.\u003c/p>\n\u003cp>Now I’ve been a teacher for more than 20 years. In those 20 years, I have heard my share of childhood adventures told through the dramatic voices of my students. But in those 20 years, I have also had to read the often dry words of those same students as they write in response to the boring prompts that we are required to assign from time to time. You know the kind. Prompts like, ‘What is something you did this summer?’ Or ‘What is an important moment you spent with someone you love?’\u003c/p>\n\u003cp>I don’t know what it is, but something about those prompts just sucks the soul out of a story. All that heart, all that voice that students like Lucy naturally pour into their stories seems to disappear when they are asked to write those same stories out for an assignment.\u003c/p>\n\u003cp>And after 20 years of watching the joy slip out of a story, I decided that I needed to do something to try to recapture the energy that filled my students’ stories when they were not writing for an an assignment, I wanted their classroom writing to be filled with the same kind of energy that filled every one of Lucy’s stories.\u003c/p>\n\u003cp>As I began to wrestle with how to bring this joy back to my students and to their stories, I started to think about my own history with writing. When I was a kid, I never saw myself as a writer. I saw writing as something I had to do, a task that I had complete. But at a certain point in my life, that changed. At some point, writing became a way for me to process the world.\u003c/p>\n\u003cp>Writing brought me peace. Writing became so much more than a task. It became a way to connect with myself and with others. Writing become a way for me to form community.\u003c/p>\n\u003cp>So when did that happen? For me, that transformation occurred when I started to write about my life as a fifth grade literacy teacher. This was in the days when the internet was a kinder place, when blogging wasn’t a career, when we weren’t worried about being influencers.\u003c/p>\n\u003cp>And this amazing thing happened through my writing. In a time when I felt isolated as a teacher, stagnant and bored with the teaching I was doing, I found others who opened up a whole new world for me through the sharing of their stories. I read the stories of others and they inspired me to think about teaching in a whole way.\u003c/p>\n\u003cp>As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow. And writing was such a huge part of that for me. Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.\u003c/p>\n\u003cp>I was fine until I learned what else was out there. And then I became better because of it.\u003c/p>\n\u003cp>That is what I wanted for my students. I wanted my students to see storytelling as a way to connect with others. As a way to feel less alone in this world.\u003c/p>\n\u003cp>So I started to think about how to cultivate the same kind of experience for my students. And I kept thinking about the role that an audience plays in our storytelling. When our stories have a place to land, a place where they matter and can cause others to see the world in a new or different way, that is when our stories feel the most worthwhile.\u003c/p>\n\u003cp>And in all those boring writing prompts, the only audience my students saw for their stories was me, their teacher.\u003c/p>\n\u003cp>I needed to find a way to give them an audience beyond just me and to make their stories matter. And as I started to think about telling stories for an audience, my mind began to wander to one of my favorite public radio podcasts, the Moth Radio Hour.\u003c/p>\n\u003cp>How many times did I sat in my car at the end of a long day needing to hear the end of a Moth radio hour story? Sometimes those driveway moments were filled with laughter and sometimes with tears, but every one of those moments had one thing in common, a compelling story told in front of an audience that caused me to feel something in connection with the person telling the story.\u003c/p>\n\u003cp>It was those thoughts of the purpose of storytelling and of the Moth radio hour that led me to the realization that this year, my fifth graders and I would start our writing year with our very own Moth story hour. We would find a way to tell our stories, to use our stories to connect us, to learn from one another’s stories and to build our classroom community on the foundation of the stories that we would share.\u003c/p>\n\u003cp>I have a lot of hopes for my students and I had a lot hopes of what a Moth Story Hour might be able to do for my student and for me.\u003c/p>\n\u003cp>Let me share a few of those hopes with you.\u003c/p>\n\u003cp>Hope number one. In a world where far too much of the writing we ask our students to do in school is connected to the tests that they will take, it is my hope that my students can find a way to use writing to connect us to each other instead.\u003c/p>\n\u003cp>Hope number two, it is hope that if my students are able to feel the ways in which writing can serve a genuine purpose, that it can make them better, they will see the other benefits of writing on their own.\u003c/p>\n\u003cp>And finally, hope number three is really a hope for myself and my fellow educators. In order for our students to be able to feel the ways in which writing can serve these genuine purposes, we as educators must have the freedom to craft for our student the kinds of writing experiences that cultivate those possibilities.\u003c/p>\n\u003cp>And for me and for my fifth grade students, the Moth story hour was just that kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That was Jess Lifshitz, a fifth grade teacher near Chicago. When I talked with her earlier this year, she said that this revamped writing unit not only allowed her students to connect with their own stories, but also help them develop empathy for one another. And who doesn’t love that?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Sounds like a happy ending. Thanks Marlena for sharing that story with us.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> You’re welcome.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>That was MindShift reporter Marlena Jackson-Retondo. We’ll bring you more ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing. The MindShift team includes me, Ki Sung, Nima Gobier, Marlena Jackson- Retondo, and Marnette Federis. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Additional support from Jen Chien, Katie Sprenger, and Maha Sanad. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Some members of the KQED podcast team are represented by the Screen Actors Guild American Federation of Television and Radio Artists, San Francisco, Northern California Local. Thanks for listening.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Ruling Our eXperiences’s (ROX) Girls’ Index compiles data taken from a survey of tens of thousands of girls in schools across the country. For the 2023 Girls’ Index, declines in confidence and increased feelings of sadness and depression were seen across the board, \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">which tracks with other surveys of youths\u003c/a>. The top four stressors that girls reported experiencing were school, grades, friendships and family issues.\u003c/p>\n\u003cp>One surprise in the survey data, however, was the sharp declines seen in the youngest age group surveyed – 10 and 11 year old girls – according to Lisa Hinkelman, the CEO of ROX.\u003c/p>\n\u003cp>The 2023 Girls’ Index found that 75% of 5th and 6th grade girls reported feeling high levels of pressure, especially in the four stressors.\u003c/p>\n\u003cp>More than half of girls surveyed reported that conflict with other girls, or “girl drama,” discourages them from wanting to attend school; the youngest age group reported the highest percentages of friendship issues at school.\u003c/p>\n\u003cp>“Girls who have healthier and more supportive relationships with other girls reported lower levels of sadness and depression,” said Hinkelman.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Declining confidence is common with all genders during puberty, according to Jane Mendle, an associate professor of psychology at Cornell University. Mendle, who studies the effects that puberty has on the mental health of adolescents, particularly girls, also said that girls have steeper declines in self-esteem during puberty.\u003c/p>\n\u003ch2>\u003cstrong>Defining Puberty\u003c/strong>\u003c/h2>\n\u003cp>Puberty is not as easily defined as most might think, and on average, it’s about a four year process.\u003c/p>\n\u003cp>“Puberty is transformative and it involves change across virtually every domain of life,” said Mendle. Although puberty markers for girls often begin with physical changes and end with menarche – the first menstrual cycle – there are also major changes in behavior, emotions and social relationships, she continued.\u003c/p>\n\u003cp>Girls who go through puberty earlier than their peers are at an \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2927128/\">increased risk for mental health issues\u003c/a> and, on average, girls are starting \u003ca href=\"https://www.nytimes.com/2022/05/19/science/early-puberty-medical-reason.html\">puberty earlier than they had in previous decades\u003c/a>. It’s not uncommon now for the first stages of puberty to begin at age 9 and for the later stages of puberty to begin just under 12 years old.\u003c/p>\n\u003cp>“It would not be an exaggeration to say that the average timing of puberty now looks like what we were talking about early pubertal timing in, say, the 1970s or early 80s,” she said.\u003c/p>\n\u003cp>One of the reasons why earlier puberty can be difficult is because “physical development, cognitive development and emotional development don’t necessarily occur in synchrony,” said Mendle. “When any child begins to exhibit obvious signs of physical development, they’re going to find their world changing. They’re going to be treated differently by other people, and they tend to be granted more autonomy,” said Mendle.\u003c/p>\n\u003cp>Because puberty involves significant social changes, girls who go through puberty earlier “may find it difficult to keep up friendships with friends who haven’t developed at similar rates,” said Mendle. “Even though puberty is defined by its biological features, I think of it as a fundamentally social transition and the context in which kids experience it is really formative for how it unfolds,” she continued.\u003c/p>\n\u003ch2>\u003cstrong>Puberty and Social Media \u003c/strong>\u003c/h2>\n\u003cp>Young people now are increasingly tech savvy, and have more access to digital technologies compared to generations prior. In the past, young girls curious about puberty and the changes that accompany it might have gone to their mother or an older sister for advice, said Mendle, but now they might be more interested in TikTok and period tracking apps.\u003c/p>\n\u003cp>In addition to decreased confidence, the youngest group surveyed by ROX also saw the largest increase in social media use. In the 2023 report, 95% of 5th and 6th grade girls surveyed said that they use social media, and 46% of those who use social media spent more than six hours per day on those platforms — compared to only 9% in 2017. Other \u003ca href=\"https://www.pewresearch.org/internet/2023/12/11/teens-social-media-and-technology-2023/\">surveys\u003c/a> of teen social media use demonstrate \u003ca href=\"https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx\">similar\u003c/a> levels of use.\u003c/p>\n\u003cp>According to the ROX 2023 Girls’ Index, social media use negatively impacts girls’ confidence, quality of sleep and ability to focus in school.\u003c/p>\n\u003cp>Despite these \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">strong correlations between increased social media use\u003c/a> in adolescent girls and decreased confidence, Hinkelman said that it’s important to remember that this does not imply causation. “I do think that [social media] can amplify some of the existing challenges that are happening more for girls,” she said.\u003c/p>\n\u003cp>Hinkelman noted that because puberty and access to information and technology is happening earlier, ROX is seeing challenges that have historically affected girls at an older age affecting girls younger and younger. “It’s kind of like they’re getting older, younger,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Impact in Schools\u003c/strong>\u003c/h2>\n\u003cp>The effects of girls’ declining mental health and increased social media use factors into a post-pandemic educational landscape that puts strain on educators, said Hinkelman.\u003c/p>\n\u003cp>Chelsea Tabor, a school counselor, said that her students are hyper aware of the permanence of their online footprint. While they rely on social media to connect with friends and maintain relationships, they are also worried about conflict because anything they post online can be screenshot and shared with unintended recipients, said Tabor.\u003c/p>\n\u003cp>That means this behavior and lack of privacy online might discourage girls from having vulnerable conversations when they need to, she said.\u003c/p>\n\u003cp>In previous years, Tabor has done an exercise with her students as part of their social media hygiene practice. She encourages girls to look at their social media feeds and identify posts that make them feel inadequate or negative. Tabor then suggests that they unfollow those accounts.\u003c/p>\n\u003ch2>\u003cstrong>Adult and School Support for Girls\u003c/strong>\u003c/h2>\n\u003cp>The ROX 2023 Girls’ Index found that two thirds of all parents rarely or never monitor their children’s use of social media.\u003c/p>\n\u003cp>According to Hinkelman, it’s important to invest in educating the adults who influence girls’ lives because “being ten today is really different than it was 20 or 30 years ago.” When it comes to support, the girls surveyed indicated that they need adults in their life to \u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">listen to them without judgment\u003c/a>, said Hinkelman.\u003c/p>\n\u003cp>Puberty can be an isolating experience, so parents need to make sure that their kids know that everyone experiences some form of puberty, but that one person’s experience may not be the same as someone else’s.\u003c/p>\n\u003cp>According to Mendle, research shows that girls who know what to expect when it comes to puberty and periods experience less distress after they’ve had their first period. Normalizing conversations about periods and providing opportunities for kids to ask questions is an easy way for parents to help with these expectations, according to Mendle.\u003c/p>\n\u003cp>While social media and the internet are useful tools to gather information about periods, girls continue to report that their \u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">parents are the people that they rely on the most\u003c/a> for their information. “But it’s undeniable that kids today are navigating a very, very different world socially and technologically than when a lot of the foundational research on puberty was first done,” said Mendle. Parents can offer to look up information online about periods and puberty with their kids to help them determine accurate and reliable resources.\u003c/p>\n\u003cp>Asking questions is a normal part of puberty, said Mendle, but young people aren’t as informed as they should be when it comes to this transitional life experience. It’s important for adults to be aware of the impacts that the school environment can have on a student’s experience of puberty, she continued. Reminding kids that puberty isn’t only a physical transition, but can also affect relationships and friendships can help students better navigate social settings in school.\u003c/p>\n\u003ch2>\u003cstrong>Self Continuity Throughout Puberty\u003c/strong>\u003c/h2>\n\u003cp>When kids go through puberty, they often think that everything is entirely different in their lives. And while kids are going through change, there’s a lot that stays the same. According to Mendle, young people need to be made aware of self continuity throughout puberty — the idea that they are the same person before, during and after. The practice of self continuity is “shown to be associated with buffering the psychological impact of puberty,” said Mendle.\u003c/p>\n\u003cp>Kids might need help connecting threads of their pre- and post-pubescent self, Mendle continued. Parents can help connect these threads by talking to their kids about the similarities and differences between school settings during this four-year transition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It’s also important to remember that as kids go through puberty their interests and extracurricular activities might change, said Mendle. Being aware of these possible changes, and making sure that new activities and interests involve some similarities — like friends or time outdoors — to previous activities is key.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ruling Our eXperiences’s (ROX) Girls’ Index compiles data taken from a survey of tens of thousands of girls in schools across the country. For the 2023 Girls’ Index, declines in confidence and increased feelings of sadness and depression were seen across the board, \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">which tracks with other surveys of youths\u003c/a>. The top four stressors that girls reported experiencing were school, grades, friendships and family issues.\u003c/p>\n\u003cp>One surprise in the survey data, however, was the sharp declines seen in the youngest age group surveyed – 10 and 11 year old girls – according to Lisa Hinkelman, the CEO of ROX.\u003c/p>\n\u003cp>The 2023 Girls’ Index found that 75% of 5th and 6th grade girls reported feeling high levels of pressure, especially in the four stressors.\u003c/p>\n\u003cp>More than half of girls surveyed reported that conflict with other girls, or “girl drama,” discourages them from wanting to attend school; the youngest age group reported the highest percentages of friendship issues at school.\u003c/p>\n\u003cp>“Girls who have healthier and more supportive relationships with other girls reported lower levels of sadness and depression,” said Hinkelman.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Declining confidence is common with all genders during puberty, according to Jane Mendle, an associate professor of psychology at Cornell University. Mendle, who studies the effects that puberty has on the mental health of adolescents, particularly girls, also said that girls have steeper declines in self-esteem during puberty.\u003c/p>\n\u003ch2>\u003cstrong>Defining Puberty\u003c/strong>\u003c/h2>\n\u003cp>Puberty is not as easily defined as most might think, and on average, it’s about a four year process.\u003c/p>\n\u003cp>“Puberty is transformative and it involves change across virtually every domain of life,” said Mendle. Although puberty markers for girls often begin with physical changes and end with menarche – the first menstrual cycle – there are also major changes in behavior, emotions and social relationships, she continued.\u003c/p>\n\u003cp>Girls who go through puberty earlier than their peers are at an \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2927128/\">increased risk for mental health issues\u003c/a> and, on average, girls are starting \u003ca href=\"https://www.nytimes.com/2022/05/19/science/early-puberty-medical-reason.html\">puberty earlier than they had in previous decades\u003c/a>. It’s not uncommon now for the first stages of puberty to begin at age 9 and for the later stages of puberty to begin just under 12 years old.\u003c/p>\n\u003cp>“It would not be an exaggeration to say that the average timing of puberty now looks like what we were talking about early pubertal timing in, say, the 1970s or early 80s,” she said.\u003c/p>\n\u003cp>One of the reasons why earlier puberty can be difficult is because “physical development, cognitive development and emotional development don’t necessarily occur in synchrony,” said Mendle. “When any child begins to exhibit obvious signs of physical development, they’re going to find their world changing. They’re going to be treated differently by other people, and they tend to be granted more autonomy,” said Mendle.\u003c/p>\n\u003cp>Because puberty involves significant social changes, girls who go through puberty earlier “may find it difficult to keep up friendships with friends who haven’t developed at similar rates,” said Mendle. “Even though puberty is defined by its biological features, I think of it as a fundamentally social transition and the context in which kids experience it is really formative for how it unfolds,” she continued.\u003c/p>\n\u003ch2>\u003cstrong>Puberty and Social Media \u003c/strong>\u003c/h2>\n\u003cp>Young people now are increasingly tech savvy, and have more access to digital technologies compared to generations prior. In the past, young girls curious about puberty and the changes that accompany it might have gone to their mother or an older sister for advice, said Mendle, but now they might be more interested in TikTok and period tracking apps.\u003c/p>\n\u003cp>In addition to decreased confidence, the youngest group surveyed by ROX also saw the largest increase in social media use. In the 2023 report, 95% of 5th and 6th grade girls surveyed said that they use social media, and 46% of those who use social media spent more than six hours per day on those platforms — compared to only 9% in 2017. Other \u003ca href=\"https://www.pewresearch.org/internet/2023/12/11/teens-social-media-and-technology-2023/\">surveys\u003c/a> of teen social media use demonstrate \u003ca href=\"https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx\">similar\u003c/a> levels of use.\u003c/p>\n\u003cp>According to the ROX 2023 Girls’ Index, social media use negatively impacts girls’ confidence, quality of sleep and ability to focus in school.\u003c/p>\n\u003cp>Despite these \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">strong correlations between increased social media use\u003c/a> in adolescent girls and decreased confidence, Hinkelman said that it’s important to remember that this does not imply causation. “I do think that [social media] can amplify some of the existing challenges that are happening more for girls,” she said.\u003c/p>\n\u003cp>Hinkelman noted that because puberty and access to information and technology is happening earlier, ROX is seeing challenges that have historically affected girls at an older age affecting girls younger and younger. “It’s kind of like they’re getting older, younger,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Impact in Schools\u003c/strong>\u003c/h2>\n\u003cp>The effects of girls’ declining mental health and increased social media use factors into a post-pandemic educational landscape that puts strain on educators, said Hinkelman.\u003c/p>\n\u003cp>Chelsea Tabor, a school counselor, said that her students are hyper aware of the permanence of their online footprint. While they rely on social media to connect with friends and maintain relationships, they are also worried about conflict because anything they post online can be screenshot and shared with unintended recipients, said Tabor.\u003c/p>\n\u003cp>That means this behavior and lack of privacy online might discourage girls from having vulnerable conversations when they need to, she said.\u003c/p>\n\u003cp>In previous years, Tabor has done an exercise with her students as part of their social media hygiene practice. She encourages girls to look at their social media feeds and identify posts that make them feel inadequate or negative. Tabor then suggests that they unfollow those accounts.\u003c/p>\n\u003ch2>\u003cstrong>Adult and School Support for Girls\u003c/strong>\u003c/h2>\n\u003cp>The ROX 2023 Girls’ Index found that two thirds of all parents rarely or never monitor their children’s use of social media.\u003c/p>\n\u003cp>According to Hinkelman, it’s important to invest in educating the adults who influence girls’ lives because “being ten today is really different than it was 20 or 30 years ago.” When it comes to support, the girls surveyed indicated that they need adults in their life to \u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">listen to them without judgment\u003c/a>, said Hinkelman.\u003c/p>\n\u003cp>Puberty can be an isolating experience, so parents need to make sure that their kids know that everyone experiences some form of puberty, but that one person’s experience may not be the same as someone else’s.\u003c/p>\n\u003cp>According to Mendle, research shows that girls who know what to expect when it comes to puberty and periods experience less distress after they’ve had their first period. Normalizing conversations about periods and providing opportunities for kids to ask questions is an easy way for parents to help with these expectations, according to Mendle.\u003c/p>\n\u003cp>While social media and the internet are useful tools to gather information about periods, girls continue to report that their \u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">parents are the people that they rely on the most\u003c/a> for their information. “But it’s undeniable that kids today are navigating a very, very different world socially and technologically than when a lot of the foundational research on puberty was first done,” said Mendle. Parents can offer to look up information online about periods and puberty with their kids to help them determine accurate and reliable resources.\u003c/p>\n\u003cp>Asking questions is a normal part of puberty, said Mendle, but young people aren’t as informed as they should be when it comes to this transitional life experience. It’s important for adults to be aware of the impacts that the school environment can have on a student’s experience of puberty, she continued. Reminding kids that puberty isn’t only a physical transition, but can also affect relationships and friendships can help students better navigate social settings in school.\u003c/p>\n\u003ch2>\u003cstrong>Self Continuity Throughout Puberty\u003c/strong>\u003c/h2>\n\u003cp>When kids go through puberty, they often think that everything is entirely different in their lives. And while kids are going through change, there’s a lot that stays the same. According to Mendle, young people need to be made aware of self continuity throughout puberty — the idea that they are the same person before, during and after. The practice of self continuity is “shown to be associated with buffering the psychological impact of puberty,” said Mendle.\u003c/p>\n\u003cp>Kids might need help connecting threads of their pre- and post-pubescent self, Mendle continued. Parents can help connect these threads by talking to their kids about the similarities and differences between school settings during this four-year transition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
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"imageURL": "https://cdn.kqed.org/wp-content/uploads/2026/10/Nav-News-Nov2026ElectionCoverage@2x-7bd4aad4.png",
"description": "Get informed in minutes with our Voter Guide for California’s November 3 election."
},
"podcasts-radio": {},
"video-tv": {},
"events": {},
"support": {}
}
}
}
