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"disqusTitle": "More Green Spaces in Childhood Associated With Happier Adulthood",
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"content": "\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Dr. Seuss Books Can Be Racist, But Students Keep Reading Them",
"title": "Dr. Seuss Books Can Be Racist, But Students Keep Reading Them",
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"content": "\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. Research \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2005.01664.x\">shows\u003c/a> that even at the age of 3, children begin to form racial biases, and by the age of 7, those biases become fixed.\u003c/p>\n\u003cp>\"One of the reasons for that is the images and experiences that they're exposed to regarding marginalized groups and people of color,\" Stephens says. \"And so [Seuss' books] being mainstream, and being spread out all over the world, has large implications.\"\u003c/p>\n\u003cp>If kids open books and \"the images they see [of themselves] are distorted, negative [or] laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part,\" Rudine Sims Bishop, a scholar of children's literature, wrote in a 1990 \u003ca href=\"https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">article\u003c/a>.\u003c/p>\n\u003cp>But when they see themselves represented in a positive way, it can have a similarly powerful effect.\u003c/p>\n\u003cp>That's one of the reasons first-grade teacher Emily Petersen says she won't be reading Dr. Seuss with her students this week, or ever.\u003c/p>\n\u003cp>\"If I'm looking at a 6-year-old and choosing what story [I'm] going to teach them how to read through, I'm definitely going to choose the one that affirms and celebrates identities in a new way,\" she says.\u003c/p>\n\u003cp>For other teachers who want to help students affirm their identities, the NEA is offering grants and resources to \u003ca href=\"https://www.readacrossamerica.org/life-changing-educators/\">help schools highlight literary works by and about people of color. \u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Not knowing the answer to a question when you’re called on in front of the entire class. Forgetting your homework. The kid behind you pulling your hair. School poses a lot of stressful moments, but how children (and teachers) react to them can make all the difference.\u003c/p>\n\u003cp>A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems.\u003c/p>\n\u003cp>While small, the study of sixth-graders at a Boston charter school adds to a still-growing body of research about a role for mindfulness in the classroom. In recent years, the topic has excited researchers and educators alike as a possible tool to help students face both behavioral and academic challenges by reducing anxiety and giving them a new way to handle their feelings and emotions.\u003c/p>\n\u003ch3>The Findings\u003c/h3>\n\u003cp>After finding that students who self-reported mindful habits performed better on tests and had higher grades, researchers with the \u003ca href=\"https://cepr.harvard.edu/boston-charter-research-collaborative\" rel=\"nofollow\">Boston Charter Research Collaborative\u003c/a> — a partnership between the \u003ca href=\"https://cepr.harvard.edu/\" rel=\"nofollow\">Center for Education Policy Research\u003c/a> at Harvard University (CEPR), MIT, and \u003ca href=\"https://www.transformingeducation.org/\" rel=\"nofollow\">Transforming Education\u003c/a> — wanted to know if school-based mindfulness training could help more students reap similar benefits.\u003c/p>\n\u003cp>They designed a study focusing on sixth-graders in another Boston-area school. The study, published \u003ca href=\"https://www.transformingeducation.org/wp-content/uploads/2019/01/2019-BCRC-Mindfulness-Brief.pdf\" rel=\"nofollow\">in a white paper\u003c/a> by a team including \u003ca href=\"https://www.gse.harvard.edu/faculty/martin-west\">Martin West\u003c/a> of the Harvard Graduate School of Education, showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. Practicing mindfulness had helped hone the ability to focus in the moment, expanding students' capacity to learn and regulate their emotions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices, like focusing on a rock for a minute, then discussing when their mind wandered and refocused on the rock. Another group of sixth-graders took computer coding during that time instead. The students were randomly assigned between the groups.\u003c/p>\n\u003cp>At the end of the eight weeks, the mindfulness group reported being less stressed than they had been before the mindfulness education, and better able to practice self-control. About half of the students also volunteered for brain scans, and those revealed positive effects for the mindfulness group, too: their amygdalas — the part of the brain that controls emotion — responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less prone to get stressed out and lose focus. The group who attended coding classes didn’t see the same benefits.\u003c/p>\n\u003cp>The findings suggest that the mindfulness instruction helped boost students’ attention skills, as well as develop coping mechanisms for stress. The authors maintain that this kind of evidence could be especially useful in efforts to support students suffering from trauma and other adversities that trigger stress in the body, hurting students’ ability to succeed.\u003c/p>\n\u003ch3>Bringing Mindfulness to Your School\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>The paper includes recommendations from educators and leaders of mindfulness-based education programs for implementing mindfulness in your own school:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Build consistency and school-wide buy-in. \u003c/b>Make time for staff and students to learn about the theory and science behind mindfulness, so students know how to talk about mindfulness and understand its purpose. Creating consistent space for mindfulness practice – like guided meditations — and theory in the school day can positively affect the entire school culture, emphasizing acceptance, self-care, and empathy.\u003c/li>\n\u003cli>\u003cb>Provide teachers with dedicated time to engage in mindfulness practice themselves\u003c/b>. In order to help students reap benefits, teachers also need time and support in adopting it. Research has also shown mindfulness to be helpful to teachers, improving their own emotional wellbeing, helping them understand student perspective, and freeing them up to be more effective in the classroom.\u003c/li>\n\u003cli>\u003cb>Allow students to make their own time for mindfulness. \u003c/b>Encourage students’ awareness of their own emotions by allowing and encouraging them to identify times when they can use and practice mindfulness. In order to adopt mindfulness as a tool for mental health and happiness, students have to have the space and time to practice it.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not knowing the answer to a question when you’re called on in front of the entire class. Forgetting your homework. The kid behind you pulling your hair. School poses a lot of stressful moments, but how children (and teachers) react to them can make all the difference.\u003c/p>\n\u003cp>A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems.\u003c/p>\n\u003cp>While small, the study of sixth-graders at a Boston charter school adds to a still-growing body of research about a role for mindfulness in the classroom. In recent years, the topic has excited researchers and educators alike as a possible tool to help students face both behavioral and academic challenges by reducing anxiety and giving them a new way to handle their feelings and emotions.\u003c/p>\n\u003ch3>The Findings\u003c/h3>\n\u003cp>After finding that students who self-reported mindful habits performed better on tests and had higher grades, researchers with the \u003ca href=\"https://cepr.harvard.edu/boston-charter-research-collaborative\" rel=\"nofollow\">Boston Charter Research Collaborative\u003c/a> — a partnership between the \u003ca href=\"https://cepr.harvard.edu/\" rel=\"nofollow\">Center for Education Policy Research\u003c/a> at Harvard University (CEPR), MIT, and \u003ca href=\"https://www.transformingeducation.org/\" rel=\"nofollow\">Transforming Education\u003c/a> — wanted to know if school-based mindfulness training could help more students reap similar benefits.\u003c/p>\n\u003cp>They designed a study focusing on sixth-graders in another Boston-area school. The study, published \u003ca href=\"https://www.transformingeducation.org/wp-content/uploads/2019/01/2019-BCRC-Mindfulness-Brief.pdf\" rel=\"nofollow\">in a white paper\u003c/a> by a team including \u003ca href=\"https://www.gse.harvard.edu/faculty/martin-west\">Martin West\u003c/a> of the Harvard Graduate School of Education, showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. Practicing mindfulness had helped hone the ability to focus in the moment, expanding students' capacity to learn and regulate their emotions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices, like focusing on a rock for a minute, then discussing when their mind wandered and refocused on the rock. Another group of sixth-graders took computer coding during that time instead. The students were randomly assigned between the groups.\u003c/p>\n\u003cp>At the end of the eight weeks, the mindfulness group reported being less stressed than they had been before the mindfulness education, and better able to practice self-control. About half of the students also volunteered for brain scans, and those revealed positive effects for the mindfulness group, too: their amygdalas — the part of the brain that controls emotion — responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less prone to get stressed out and lose focus. The group who attended coding classes didn’t see the same benefits.\u003c/p>\n\u003cp>The findings suggest that the mindfulness instruction helped boost students’ attention skills, as well as develop coping mechanisms for stress. The authors maintain that this kind of evidence could be especially useful in efforts to support students suffering from trauma and other adversities that trigger stress in the body, hurting students’ ability to succeed.\u003c/p>\n\u003ch3>Bringing Mindfulness to Your School\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>The paper includes recommendations from educators and leaders of mindfulness-based education programs for implementing mindfulness in your own school:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Build consistency and school-wide buy-in. \u003c/b>Make time for staff and students to learn about the theory and science behind mindfulness, so students know how to talk about mindfulness and understand its purpose. Creating consistent space for mindfulness practice – like guided meditations — and theory in the school day can positively affect the entire school culture, emphasizing acceptance, self-care, and empathy.\u003c/li>\n\u003cli>\u003cb>Provide teachers with dedicated time to engage in mindfulness practice themselves\u003c/b>. In order to help students reap benefits, teachers also need time and support in adopting it. Research has also shown mindfulness to be helpful to teachers, improving their own emotional wellbeing, helping them understand student perspective, and freeing them up to be more effective in the classroom.\u003c/li>\n\u003cli>\u003cb>Allow students to make their own time for mindfulness. \u003c/b>Encourage students’ awareness of their own emotions by allowing and encouraging them to identify times when they can use and practice mindfulness. In order to adopt mindfulness as a tool for mental health and happiness, students have to have the space and time to practice it.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\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/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\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/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion",
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"content": "\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Teens Threaten Violence, A Community Responds With Compassion",
"title": "When Teens Threaten Violence, A Community Responds With Compassion",
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"content": "\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> has spent almost 30 years working with troubled kids. Still, it's always unsettling to get the kind of phone call he received one morning eight years ago as he was on his way to a meeting.\u003c/p>\n\u003cp>\"I got a call from the assistant principal at North [Salem] High, reporting that a student had made some threats on the Internet,\" remembers Van Dreal, the director of safety and risk management for Salem-Keizer Public Schools in Salem, Ore.\u003c/p>\n\u003cp>\u003cstrong>Threats of violence in a Facebook post\u003c/strong>\u003c/p>\n\u003cp>\"There were a number of statements about hitting people with pipes, breaking knees, bashing heads with pipes and looking for help in doing so,\" Van Dreal says.\u003c/p>\n\u003cp>And there was more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"F*** North Salem High School,\" the student had written. \"Seriously, it's asking for a f***ing shooting or something.\"\u003c/p>\n\u003cp>Van Dreal says students who saw the post were frightened. They told their parents, who called the school administration. Faculty and staff were worried, too, he notes. This particular student had been in trouble before, but this time it felt different.\u003c/p>\n\u003cp>\"They were definitely concerned and afraid,\" Van Dreal says.\u003c/p>\n\u003cp>The signs were serious enough, Van Dreal knew, that he needed to convene his entire \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">threat assessment team\u003c/a> — including representatives of the school administration, mental health professionals and police.\u003c/p>\n\u003cp>He turned his car around and immediately headed to the high school.\u003c/p>\n\u003cp>After the shooting at Marjory Stoneman Douglas High School in Parkland, Fla., last year, many schools received federal funding through the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/4909/text?format=txt\">Stop School Violence Act\u003c/a> to establish a threat assessment program to help prevent school shootings and other kinds of violence.\u003c/p>\n\u003cp>Van Dreal's school district has been using its own version of the approach since 2000 with good success in identifying kids in crisis and getting them off the path to violence.\u003c/p>\n\u003cp>\u003cstrong>How to assess the risk\u003c/strong>\u003c/p>\n\u003cp>Threat assessment is essentially how the Secret Service responds to threats made to government officials and property, and it is increasingly being \u003ca href=\"https://www.dhs.gov/publication/enhancing-school-safety-using-threat-assessment-model\">used by schools\u003c/a> around the U.S.\u003c/p>\n\u003cp>In the first hours, the multidisciplinary team gathers information from interviews with the student, the student's friends, parents and teachers to evaluate the risk: Does the student have a plan to attack? Does the student have weapons? Is there a specific target?\u003c/p>\n\u003cp>If an action or statement of intended harm is deemed serious, a school must act quickly to prevent violence and keep everyone safe. If the student making the threat has firearms, then the team works with law enforcement officials and the student's parents to try to limit gun access.\u003c/p>\n\u003cp>Once the concern about immediate danger has eased, the team digs deeper into the student's background and psychological history: What is driving the student? What is the anger about? What is the situation at home and at school? Are there any underlying mental health issues?\u003c/p>\n\u003cp>Studies have shown that students contemplating violence are often in some kind of \u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/10/690372199/school-shooters-whats-their-path-to-violence\">crisis\u003c/a>, and the best way to move them off that path is to provide support and supervision to solve the problem.\u003c/p>\n\u003cfigure id=\"attachment_53056\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-53056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"1051\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85-160x240.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">John Van Dreal, director of safety and risk management for the Salem-Keizer Public Schools system in Salem, Ore., has intervened with more than 1,000 students in hopes of deterring violence. Of that group, he says, only one has gone on to be involved in a shooting — and only many years later. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Just blowing off steam?\u003c/strong>\u003c/p>\n\u003cp>When he was called in to investigate the case in 2011, Van Dreal and his team got to work immediately.\u003c/p>\n\u003cp>The student was a 17-year-old named Mishka, who \"was known to be pretty aggressive and combative,\" says Van Dreal. (NPR is not using Mishka's full name to protect his privacy.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/clem-spenner-4035207a\">Clem Spenner\u003c/a> was the police officer on Van Dreal's team that day. \"My biggest concern at that point [was] safety,\" says Spenner. \"Is there any indication that this person is going to act before we can do some intervention?\"\u003c/p>\n\u003cp>The Facebook post did contain some key elements the team looks for when assessing a threat's likelihood of being carried out. \"We look into weapons acquisition, scheduling, soliciting help, plans [and] ongoing vendettas,\" explains Van Dreal. \"Some of that fit for Mishka.\"\u003c/p>\n\u003cp>Meanwhile, Mishka had been pulled from class, handcuffed, searched and interrogated by the police. \"The police asked me, 'OK, what's going on?' \" the now-25-year-old Mishka recalls. \"Was I actually intent on doing something? And I'm like, 'Nope, just blowing off steam.' \"\u003c/p>\n\u003cp>Mishka says he had been furious that day because two of his friends had been beaten up by jocks not long before, in the boys locker room.\u003c/p>\n\u003cp>\"And my buddies got suspended for that,\" he says.\u003c/p>\n\u003cp>He thought this was unjust because his buddies didn't start the fight, he says. And that's what he told the police officers. \"I was just mad, and that's where the Facebook post came from.\"\u003c/p>\n\u003cp>The threat assessment team concluded there was no risk of a school shooting in this case. The 17-year-old had no specific plan for an attack, had never used a gun and didn't have access to one. The police confirmed that with his parents.\u003c/p>\n\u003cp>But they also realized this was more than just a kid ticked off about one fight. Mishka was still enraged and had a history of battling others. \"He had made threats of bringing a pipe to school and hurting people with that,\" says Spenner. \"That's a far easier thing to accomplish. I mean you can find a piece of pipe anywhere.\"\u003c/p>\n\u003cp>The school was worried about Mishka's rage, he says. \"And he really was an angry young man.\"\u003c/p>\n\u003cp>\u003cstrong>Digging deeper\u003c/strong>\u003c/p>\n\u003cp>For the team evaluating Mishka's threat potential, it didn't matter whether the injustices he described were real or not, explains Van Dreal. To calm him down, Van Dreal knew he had to get to the root cause of Mishka's anger and understand how the teenager saw the situation. \"He's the one justifying the violence and I have to get behind that and see why,\" says Van Dreal.\u003c/p>\n\u003cp>As the team interviewed Mishka, his friends, family and teachers over the next couple of days, a fuller picture emerged.\u003c/p>\n\u003cp>\u003cstrong>Clues in past traumas\u003c/strong>\u003c/p>\n\u003cp>Mishka's struggles had begun years earlier, the team learned. A boy had come up to him in middle school and tried to pick a fight, Mishka says.\u003c/p>\n\u003cp>\"As I was turning around and saying, 'Dude, I don't want to fight,' he takes a swing and hits me directly in my eye,\" Mishka says. \"Everything went black for a moment. And I got mad. That was the first time I actually punched a person.\"\u003c/p>\n\u003cp>The physical damage done to his eye that day is undisputed. Mishka's vision began failing, and it affected his schoolwork.\u003c/p>\n\u003cp>\"It literally felt like I was swimming in dirty water, a dirty pool,\" he says.\u003c/p>\n\u003cfigure id=\"attachment_53049\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53049\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem_phone-1-d83f2fc31347cda2374bfc64a7ed50d7be4569c5-e1550210407898.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Mishka moved to Oregon from Russia at age 5. Though he did well in school at first, he often felt he was an outsider. When he permanently lost vision in one eye after a sixth-grade classmate punched him, his anger roiled. Eventually, says Mishka — who is now 25, and working and living on his own — he was helped by a counselor \"who listened.\" \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next two years, Mishka says, he was in and out of surgery. Even today, the two eyes look different — and he can't see out of his right eye.\u003c/p>\n\u003cp>He got angrier and angrier. \"I was not happy with the hand I was dealt,\" he says. He felt that the adults in his life had failed to protect him.\u003c/p>\n\u003cp>As the vision issues made school more challenging, he was failing classes and felt picked on by other kids. In seventh grade, he says, some boys jumped him, and they were suspended.\u003c/p>\n\u003cp>\"But when they came back, they got even more of their buddies,\" he says. \"And on the way home, I got bluntly attacked. I was laying there in the dirt and the mud and was kicked like a soccer ball.\"\u003c/p>\n\u003cp>He says he ended up with an abdominal injury and more surgery.\u003c/p>\n\u003cp>\"That is the point where I'm done with everyone,\" he says. \"None of you could protect me, so I don't care about what you say or about your rules. That's when I became rebellious, stopped caring about authority. I don't care if you're military, or police or God himself. That's when I became a loose cannon.\"\u003c/p>\n\u003cp>By the time he got to high school, Mishka was primed to see injustice. He didn't think his teachers helped him or other students who struggled. He believed the jocks were treated better. And he was willing to right these wrongs himself.\u003c/p>\n\u003cp>\"He had been carrying a lot of that victim identity,\" Van Dreal says. \"He saw himself as a victim that was going to pay some people back.\"\u003c/p>\n\u003cp>Still, the team's interviews with Mishka and others revealed another side to the teen. His family was supportive, and some of his teachers liked him. They spoke of a sensitive, gentle person who was smart and eager to learn — able to think rationally. These factors gave the investigative team hope that with the right kind of help, Mishka could be turned away from violence.\u003c/p>\n\u003cp>But Mishka was too angry at the time to think rationally, and the situation was \"headed toward a potentially violent outcome,\" says Van Dreal.\u003c/p>\n\u003cp>He and his team had to find a way to defuse the situation.\u003c/p>\n\u003cp>\"If I'm going to change anything in his situation, arguing with him about whether or not North [Salem High] was as unjust as he thought isn't going to be constructive,\" he says. What Mishka needed was \"a reset,\" the team decided. The young man would get a second chance but in a different environment.\u003c/p>\n\u003cfigure id=\"attachment_53052\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53052\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/robertshighdip_custom-d7ba44be0fdbe5ee2b2d3b1c23e00980da8b59ae-e1550169811635.jpg\" alt=\"\" width=\"1920\" height=\"1415\">\u003cfigcaption class=\"wp-caption-text\">(Left) The items Stanley Roberts, a school counselor in Salem, keeps on a small table in the corner of his office, where students come to sit and talk with him. (Right) Roberts High School is the alternative school in the Salem-Keizer school district in Oregon, where Mishka found mentor Roberts. Through Roberts' guidance, Mishka learned anger management and was able to graduate on time. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A new adult mentor was key\u003c/strong>\u003c/p>\n\u003cp>A couple of weeks after Mishka wrote that Facebook post his senior year, the district transferred him to \u003ca href=\"https://roberts.salkeiz.k12.or.us/\">Roberts High School\u003c/a>, an alternative school with fewer than 100 students, where he could get more individual attention.\u003c/p>\n\u003cp>That's where Mishka found his first real mentor — Stanley Roberts, a behavioral analyst at the school, who works one-on-one with students.\u003c/p>\n\u003cp>Roberts says he remembers watching Mishka in those early days.\u003c/p>\n\u003cp>\"A shy kid, in hiding,\" Roberts says. \"He didn't say much — maybe hurting. And I'm like 'Hey let's talk!' \"\u003c/p>\n\u003cp>Mishka began to stop by Roberts' office, to talk about things that had been bothering him for years. \"It started out with a young man trying to prove himself,\" says Roberts. Mishka seemed angry at the world.\u003c/p>\n\u003cp>Roberts listened.\u003c/p>\n\u003cp>\"He chose to work with me,\" Mishka says of Roberts. \"This is a person who took time rather than point fingers, and just wanted to understand. 'Why are you the way you are?' \"\u003c/p>\n\u003cfigure id=\"attachment_53055\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-53055\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"1051\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85-160x240.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">School counselor Roberts remembers Mishka as angry at the world when they met, but \"a shy kid, in hiding.\" Roberts gently pushed back against the teen's dark views. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roberts says he also gently pushed back on Mishka's dark views. He would ask the young man if he truly wanted to be the guy who is angry and fighting all the time.\u003c/p>\n\u003cp>\"Why can't you just walk away from it?\" Roberts remembers asking Mishka. \"As you grow older, you can.\"\u003c/p>\n\u003cp>Mishka believes Roberts turned his life around. He was a resource — a coach. \"If I need to turn to someone and say, 'Hey, what do I do now?' there's someone who says, 'Hey, this is what you do now,' \" says Mishka.\u003c/p>\n\u003cp>With time, the young man learned other ways to manage his anger and solve his problems. And he finally felt like he fit in, at the new school. There was \"no such thing as [social] class, no such thing as different groups,\" he explains. \"There are literally just — students.\"\u003c/p>\n\u003cp>The intervention worked, says Van Dreal, who continued to check in with the school about Mishka. \"His demeanor changed,\" Van Dreal says. \"He didn't get in a fight in Roberts [High]. I don't know that there were any tense moments there.\"\u003c/p>\n\u003cp>Mishka graduated from high school on time — no longer the angry kid he had been. Today he has a full-time job working for a security firm.\u003c/p>\n\u003cfigure id=\"attachment_53053\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-6_custom-4f700aeedf298d305b3f79669d16ecad9ed66c46-e1550169953413.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Mishka enjoys baking today. When he was in high school, some of his teachers told the investigative team that despite his angry outbursts, they liked him. They spoke of a sensitive, gentle person who was smart and eager to learn — able to think rationally. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Threat assessment\" is just the emergency response arm of a bigger preventive approach, Van Dreal explains. Schools can do a lot to reduce the risk factors for violence, too, by improving the social and emotional environment and tone of the place — not tolerating bullying and harassment, for example, and ensuring fair and limited disciplinary measures.\u003c/p>\n\u003cp>Van Dreal says that is how you move kids away from violence — by creating safe environments and fostering solid connections with positive role models.\u003c/p>\n\u003cp>Some students may also need mental health care, or other extra layers of support, Van Dreal says. But in most cases, he has found, providing the student with just one positive relationship with an adult the student trusts can work wonders.\u003c/p>\n\u003cp>Van Dreal says he has worked with more than 1,000 kids since helping create the threat assessment program in his Oregon school district — and has rarely seen it fail.\u003c/p>\n\u003cp>\"Moving kids from despair to hope,\" he says. \"That's the bumper sticker for what we do.\"\u003c/p>\n\u003cp>It may sound too simple to be true, but \"it's not,\" Van Dreal says. \"It really works.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR Senior Producer Rebecca Davis produced the audio version of this story.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Threaten+Violence%2C+A+Community+Responds+With+Compassion&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> has spent almost 30 years working with troubled kids. Still, it's always unsettling to get the kind of phone call he received one morning eight years ago as he was on his way to a meeting.\u003c/p>\n\u003cp>\"I got a call from the assistant principal at North [Salem] High, reporting that a student had made some threats on the Internet,\" remembers Van Dreal, the director of safety and risk management for Salem-Keizer Public Schools in Salem, Ore.\u003c/p>\n\u003cp>\u003cstrong>Threats of violence in a Facebook post\u003c/strong>\u003c/p>\n\u003cp>\"There were a number of statements about hitting people with pipes, breaking knees, bashing heads with pipes and looking for help in doing so,\" Van Dreal says.\u003c/p>\n\u003cp>And there was more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"F*** North Salem High School,\" the student had written. \"Seriously, it's asking for a f***ing shooting or something.\"\u003c/p>\n\u003cp>Van Dreal says students who saw the post were frightened. They told their parents, who called the school administration. Faculty and staff were worried, too, he notes. This particular student had been in trouble before, but this time it felt different.\u003c/p>\n\u003cp>\"They were definitely concerned and afraid,\" Van Dreal says.\u003c/p>\n\u003cp>The signs were serious enough, Van Dreal knew, that he needed to convene his entire \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">threat assessment team\u003c/a> — including representatives of the school administration, mental health professionals and police.\u003c/p>\n\u003cp>He turned his car around and immediately headed to the high school.\u003c/p>\n\u003cp>After the shooting at Marjory Stoneman Douglas High School in Parkland, Fla., last year, many schools received federal funding through the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/4909/text?format=txt\">Stop School Violence Act\u003c/a> to establish a threat assessment program to help prevent school shootings and other kinds of violence.\u003c/p>\n\u003cp>Van Dreal's school district has been using its own version of the approach since 2000 with good success in identifying kids in crisis and getting them off the path to violence.\u003c/p>\n\u003cp>\u003cstrong>How to assess the risk\u003c/strong>\u003c/p>\n\u003cp>Threat assessment is essentially how the Secret Service responds to threats made to government officials and property, and it is increasingly being \u003ca href=\"https://www.dhs.gov/publication/enhancing-school-safety-using-threat-assessment-model\">used by schools\u003c/a> around the U.S.\u003c/p>\n\u003cp>In the first hours, the multidisciplinary team gathers information from interviews with the student, the student's friends, parents and teachers to evaluate the risk: Does the student have a plan to attack? Does the student have weapons? Is there a specific target?\u003c/p>\n\u003cp>If an action or statement of intended harm is deemed serious, a school must act quickly to prevent violence and keep everyone safe. If the student making the threat has firearms, then the team works with law enforcement officials and the student's parents to try to limit gun access.\u003c/p>\n\u003cp>Once the concern about immediate danger has eased, the team digs deeper into the student's background and psychological history: What is driving the student? What is the anger about? What is the situation at home and at school? Are there any underlying mental health issues?\u003c/p>\n\u003cp>Studies have shown that students contemplating violence are often in some kind of \u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/10/690372199/school-shooters-whats-their-path-to-violence\">crisis\u003c/a>, and the best way to move them off that path is to provide support and supervision to solve the problem.\u003c/p>\n\u003cfigure id=\"attachment_53056\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-53056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"1051\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-2-21_custom-e77fd2243fb93c4e273d69da08a1dc4bae78ea72-s700-c85-160x240.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">John Van Dreal, director of safety and risk management for the Salem-Keizer Public Schools system in Salem, Ore., has intervened with more than 1,000 students in hopes of deterring violence. Of that group, he says, only one has gone on to be involved in a shooting — and only many years later. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Just blowing off steam?\u003c/strong>\u003c/p>\n\u003cp>When he was called in to investigate the case in 2011, Van Dreal and his team got to work immediately.\u003c/p>\n\u003cp>The student was a 17-year-old named Mishka, who \"was known to be pretty aggressive and combative,\" says Van Dreal. (NPR is not using Mishka's full name to protect his privacy.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/clem-spenner-4035207a\">Clem Spenner\u003c/a> was the police officer on Van Dreal's team that day. \"My biggest concern at that point [was] safety,\" says Spenner. \"Is there any indication that this person is going to act before we can do some intervention?\"\u003c/p>\n\u003cp>The Facebook post did contain some key elements the team looks for when assessing a threat's likelihood of being carried out. \"We look into weapons acquisition, scheduling, soliciting help, plans [and] ongoing vendettas,\" explains Van Dreal. \"Some of that fit for Mishka.\"\u003c/p>\n\u003cp>Meanwhile, Mishka had been pulled from class, handcuffed, searched and interrogated by the police. \"The police asked me, 'OK, what's going on?' \" the now-25-year-old Mishka recalls. \"Was I actually intent on doing something? And I'm like, 'Nope, just blowing off steam.' \"\u003c/p>\n\u003cp>Mishka says he had been furious that day because two of his friends had been beaten up by jocks not long before, in the boys locker room.\u003c/p>\n\u003cp>\"And my buddies got suspended for that,\" he says.\u003c/p>\n\u003cp>He thought this was unjust because his buddies didn't start the fight, he says. And that's what he told the police officers. \"I was just mad, and that's where the Facebook post came from.\"\u003c/p>\n\u003cp>The threat assessment team concluded there was no risk of a school shooting in this case. The 17-year-old had no specific plan for an attack, had never used a gun and didn't have access to one. The police confirmed that with his parents.\u003c/p>\n\u003cp>But they also realized this was more than just a kid ticked off about one fight. Mishka was still enraged and had a history of battling others. \"He had made threats of bringing a pipe to school and hurting people with that,\" says Spenner. \"That's a far easier thing to accomplish. I mean you can find a piece of pipe anywhere.\"\u003c/p>\n\u003cp>The school was worried about Mishka's rage, he says. \"And he really was an angry young man.\"\u003c/p>\n\u003cp>\u003cstrong>Digging deeper\u003c/strong>\u003c/p>\n\u003cp>For the team evaluating Mishka's threat potential, it didn't matter whether the injustices he described were real or not, explains Van Dreal. To calm him down, Van Dreal knew he had to get to the root cause of Mishka's anger and understand how the teenager saw the situation. \"He's the one justifying the violence and I have to get behind that and see why,\" says Van Dreal.\u003c/p>\n\u003cp>As the team interviewed Mishka, his friends, family and teachers over the next couple of days, a fuller picture emerged.\u003c/p>\n\u003cp>\u003cstrong>Clues in past traumas\u003c/strong>\u003c/p>\n\u003cp>Mishka's struggles had begun years earlier, the team learned. A boy had come up to him in middle school and tried to pick a fight, Mishka says.\u003c/p>\n\u003cp>\"As I was turning around and saying, 'Dude, I don't want to fight,' he takes a swing and hits me directly in my eye,\" Mishka says. \"Everything went black for a moment. And I got mad. That was the first time I actually punched a person.\"\u003c/p>\n\u003cp>The physical damage done to his eye that day is undisputed. Mishka's vision began failing, and it affected his schoolwork.\u003c/p>\n\u003cp>\"It literally felt like I was swimming in dirty water, a dirty pool,\" he says.\u003c/p>\n\u003cfigure id=\"attachment_53049\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53049\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem_phone-1-d83f2fc31347cda2374bfc64a7ed50d7be4569c5-e1550210407898.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Mishka moved to Oregon from Russia at age 5. Though he did well in school at first, he often felt he was an outsider. When he permanently lost vision in one eye after a sixth-grade classmate punched him, his anger roiled. Eventually, says Mishka — who is now 25, and working and living on his own — he was helped by a counselor \"who listened.\" \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next two years, Mishka says, he was in and out of surgery. Even today, the two eyes look different — and he can't see out of his right eye.\u003c/p>\n\u003cp>He got angrier and angrier. \"I was not happy with the hand I was dealt,\" he says. He felt that the adults in his life had failed to protect him.\u003c/p>\n\u003cp>As the vision issues made school more challenging, he was failing classes and felt picked on by other kids. In seventh grade, he says, some boys jumped him, and they were suspended.\u003c/p>\n\u003cp>\"But when they came back, they got even more of their buddies,\" he says. \"And on the way home, I got bluntly attacked. I was laying there in the dirt and the mud and was kicked like a soccer ball.\"\u003c/p>\n\u003cp>He says he ended up with an abdominal injury and more surgery.\u003c/p>\n\u003cp>\"That is the point where I'm done with everyone,\" he says. \"None of you could protect me, so I don't care about what you say or about your rules. That's when I became rebellious, stopped caring about authority. I don't care if you're military, or police or God himself. That's when I became a loose cannon.\"\u003c/p>\n\u003cp>By the time he got to high school, Mishka was primed to see injustice. He didn't think his teachers helped him or other students who struggled. He believed the jocks were treated better. And he was willing to right these wrongs himself.\u003c/p>\n\u003cp>\"He had been carrying a lot of that victim identity,\" Van Dreal says. \"He saw himself as a victim that was going to pay some people back.\"\u003c/p>\n\u003cp>Still, the team's interviews with Mishka and others revealed another side to the teen. His family was supportive, and some of his teachers liked him. They spoke of a sensitive, gentle person who was smart and eager to learn — able to think rationally. These factors gave the investigative team hope that with the right kind of help, Mishka could be turned away from violence.\u003c/p>\n\u003cp>But Mishka was too angry at the time to think rationally, and the situation was \"headed toward a potentially violent outcome,\" says Van Dreal.\u003c/p>\n\u003cp>He and his team had to find a way to defuse the situation.\u003c/p>\n\u003cp>\"If I'm going to change anything in his situation, arguing with him about whether or not North [Salem High] was as unjust as he thought isn't going to be constructive,\" he says. What Mishka needed was \"a reset,\" the team decided. The young man would get a second chance but in a different environment.\u003c/p>\n\u003cfigure id=\"attachment_53052\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53052\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/robertshighdip_custom-d7ba44be0fdbe5ee2b2d3b1c23e00980da8b59ae-e1550169811635.jpg\" alt=\"\" width=\"1920\" height=\"1415\">\u003cfigcaption class=\"wp-caption-text\">(Left) The items Stanley Roberts, a school counselor in Salem, keeps on a small table in the corner of his office, where students come to sit and talk with him. (Right) Roberts High School is the alternative school in the Salem-Keizer school district in Oregon, where Mishka found mentor Roberts. Through Roberts' guidance, Mishka learned anger management and was able to graduate on time. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A new adult mentor was key\u003c/strong>\u003c/p>\n\u003cp>A couple of weeks after Mishka wrote that Facebook post his senior year, the district transferred him to \u003ca href=\"https://roberts.salkeiz.k12.or.us/\">Roberts High School\u003c/a>, an alternative school with fewer than 100 students, where he could get more individual attention.\u003c/p>\n\u003cp>That's where Mishka found his first real mentor — Stanley Roberts, a behavioral analyst at the school, who works one-on-one with students.\u003c/p>\n\u003cp>Roberts says he remembers watching Mishka in those early days.\u003c/p>\n\u003cp>\"A shy kid, in hiding,\" Roberts says. \"He didn't say much — maybe hurting. And I'm like 'Hey let's talk!' \"\u003c/p>\n\u003cp>Mishka began to stop by Roberts' office, to talk about things that had been bothering him for years. \"It started out with a young man trying to prove himself,\" says Roberts. Mishka seemed angry at the world.\u003c/p>\n\u003cp>Roberts listened.\u003c/p>\n\u003cp>\"He chose to work with me,\" Mishka says of Roberts. \"This is a person who took time rather than point fingers, and just wanted to understand. 'Why are you the way you are?' \"\u003c/p>\n\u003cfigure id=\"attachment_53055\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-53055\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"1051\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/02/oregonsystem-15_custom-1d5ff58b932f1824dd4330534aca34f165c0b699-s700-c85-160x240.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">School counselor Roberts remembers Mishka as angry at the world when they met, but \"a shy kid, in hiding.\" Roberts gently pushed back against the teen's dark views. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roberts says he also gently pushed back on Mishka's dark views. He would ask the young man if he truly wanted to be the guy who is angry and fighting all the time.\u003c/p>\n\u003cp>\"Why can't you just walk away from it?\" Roberts remembers asking Mishka. \"As you grow older, you can.\"\u003c/p>\n\u003cp>Mishka believes Roberts turned his life around. He was a resource — a coach. \"If I need to turn to someone and say, 'Hey, what do I do now?' there's someone who says, 'Hey, this is what you do now,' \" says Mishka.\u003c/p>\n\u003cp>With time, the young man learned other ways to manage his anger and solve his problems. And he finally felt like he fit in, at the new school. There was \"no such thing as [social] class, no such thing as different groups,\" he explains. \"There are literally just — students.\"\u003c/p>\n\u003cp>The intervention worked, says Van Dreal, who continued to check in with the school about Mishka. \"His demeanor changed,\" Van Dreal says. \"He didn't get in a fight in Roberts [High]. I don't know that there were any tense moments there.\"\u003c/p>\n\u003cp>Mishka graduated from high school on time — no longer the angry kid he had been. Today he has a full-time job working for a security firm.\u003c/p>\n\u003cfigure id=\"attachment_53053\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/02/oregonsystem-6_custom-4f700aeedf298d305b3f79669d16ecad9ed66c46-e1550169953413.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Mishka enjoys baking today. When he was in high school, some of his teachers told the investigative team that despite his angry outbursts, they liked him. They spoke of a sensitive, gentle person who was smart and eager to learn — able to think rationally. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Threat assessment\" is just the emergency response arm of a bigger preventive approach, Van Dreal explains. Schools can do a lot to reduce the risk factors for violence, too, by improving the social and emotional environment and tone of the place — not tolerating bullying and harassment, for example, and ensuring fair and limited disciplinary measures.\u003c/p>\n\u003cp>Van Dreal says that is how you move kids away from violence — by creating safe environments and fostering solid connections with positive role models.\u003c/p>\n\u003cp>Some students may also need mental health care, or other extra layers of support, Van Dreal says. But in most cases, he has found, providing the student with just one positive relationship with an adult the student trusts can work wonders.\u003c/p>\n\u003cp>Van Dreal says he has worked with more than 1,000 kids since helping create the threat assessment program in his Oregon school district — and has rarely seen it fail.\u003c/p>\n\u003cp>\"Moving kids from despair to hope,\" he says. \"That's the bumper sticker for what we do.\"\u003c/p>\n\u003cp>It may sound too simple to be true, but \"it's not,\" Van Dreal says. \"It really works.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR Senior Producer Rebecca Davis produced the audio version of this story.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Threaten+Violence%2C+A+Community+Responds+With+Compassion&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School",
"title": "How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School",
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"content": "\u003cp>Getting students to show up is one of the biggest challenges schools face: How can someone learn at school if they're not there in the first place?\u003c/p>\n\u003cp>A new study suggests living in a high-crime area, or simply passing through one on the way to school, can impact how often students show up to class.\u003c/p>\n\u003cp>\"Some kids have a harder time getting to a school than others, not for any fault of their own, but because of the way the transportation system is set up, because of the way crime clusters in particular places,\" explains Julia Burdick-Will, a sociology professor at Johns Hopkins University and the lead author of the study. \"It might not be huge, or every day, but it adds up.\"\u003c/p>\n\u003cp>She and her team looked at how neighborhood crime in Baltimore affects attendance. The vast majority of students there use public transportation (like many urban school systems, Baltimore City Public Schools don't bus students). Researchers mapped the routes high school freshmen took to and from school — what streets they were walking on, when and where they picked up a bus, when they transferred, etc. Then, researchers applied crime data by location and time of day to see how those findings related to student absences for the year.\u003c/p>\n\u003cp>They discovered \"kids who are supposed to be walking along streets with higher rates of violent crime are more likely to miss school,\" Burdick-Will explains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Baltimore school district struggles with getting kids to show up: \u003ca href=\"https://www.baltimoresun.com/news/maryland/education/k-12/bs-md-chronic-absenteeism-20180604-story.html\">37 percent of students were chronically absent last school year\u003c/a>, meaning they missed at least 10 percent of school. Research shows students who miss that much school \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\">are way more likely to fall behind and eventually drop out\u003c/a>.\u003c/p>\n\u003cp>Burdick-Will says, \"When we think of attendance we often think of a kid not wanting to be there.\" But this research shows other factors may be at play.\u003c/p>\n\u003cp>\u003cstrong>The role of school choice\u003c/strong>\u003c/p>\n\u003cp>As school choice gains popularity, students are going to schools farther and farther away from their homes. And, Burdick-Will explains, \"Getting kids to school is going to have to be something that we pay more attention to as we open up [school] choice options.\"\u003c/p>\n\u003cp>Research by the Urban Institute \u003ca href=\"https://www.urban.org/research/publication/road-school-how-far-students-travel-school-choice-rich-cities-denver-detroit-new-orleans-new-york-city-and-washington-dc/view/full_report\">found that, in cities where school choice is a popular option\u003c/a>, black children often travel farther and longer than their white and Latino classmates.\u003c/p>\n\u003cp>In Baltimore, where all high schools run on a school choice system, students spend, on average, more than 35 minutes getting to school, and they have at least one public transit transfer, according to Burdick-Will.\u003c/p>\n\u003cp>And kids who travel through high-crime areas face another challenge: They can't always take the most direct route. \"They know that it's dangerous to go to this bus stop, and so they go in a different direction and they have an extra transfer,\" Burdick-Will says. \"Or they have to rely on a ride that sometimes falls through.\"\u003c/p>\n\u003cp>\u003cstrong>The rise of absenteeism\u003c/strong>\u003c/p>\n\u003cp>The latest national numbers suggest that nearly \u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/1-in-7-students-found-to-be.html\">8 million children in the United States are chronically absent\u003c/a>; that means about 1 in 7 students are missing 15 or more days of school each year.\u003c/p>\n\u003cp>External factors, like neighborhood crime, are important, explains Hedy Chang, the executive director of Attendance Works. But, she says, schools still need to be looking inward.\u003c/p>\n\u003cp>\"If we make schools better — safer — more inclusive and trauma-informed, students will want to be there.\"\u003c/p>\n\u003cp>And if students want to be there, Chang says, maybe they'll be more willing to walk those extra blocks to avoid high-crime areas. Perhaps they'll also feel comfortable talking to teachers and staff about the obstacles they face on their way to school.\u003c/p>\n\u003cp>\u003cstrong>Efforts in Chicago\u003c/strong>\u003c/p>\n\u003cp>Some cities are experimenting with ways to help students get to school safely.\u003c/p>\n\u003cp>In 2009, Chicago Public Schools started \u003ca href=\"https://cps.edu/Pages/safepassage.aspx\">Safe Passage\u003c/a>, a program that places adults along highly trafficked routes to schools. The idea was to make those paths safer for students and help boost attendance — \u003ca href=\"https://chicago.suntimes.com/education/chicago-public-schools-safe-passage-crime-prevention/\">and it worked\u003c/a>, according to research and data from the district.\u003c/p>\n\u003cp>But Safe Passage has its limits. A lot of Chicago students walk to school, while in Baltimore students are mostly taking public transit and only walking a few blocks to and from a bus stop. That means districts need to be creative when they're looking for solutions.\u003c/p>\n\u003cp>\"The public transit system isn't always designed with students in mind,\" says Burdick-Will of Johns Hopkins.\u003c/p>\n\u003cp>Public transit schedules often revolve around work commute times, and sometimes stops aren't placed in convenient locations to walk to a school. But Burdick-Will's Baltimore data does show high-traffic transfer locations, where students switch from one bus to another. Burdick-Will points to those transfer locations as an opportunity to bring more adults to the school commute.\u003c/p>\n\u003cp>\"Adult supervision matters a lot for kids,\" she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As her previous research has shown, just having an adult there can go a long way in helping kids feel safer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+High-Crime+Neighborhood+Makes+It+Harder+To+Show+Up+For+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting students to show up is one of the biggest challenges schools face: How can someone learn at school if they're not there in the first place?\u003c/p>\n\u003cp>A new study suggests living in a high-crime area, or simply passing through one on the way to school, can impact how often students show up to class.\u003c/p>\n\u003cp>\"Some kids have a harder time getting to a school than others, not for any fault of their own, but because of the way the transportation system is set up, because of the way crime clusters in particular places,\" explains Julia Burdick-Will, a sociology professor at Johns Hopkins University and the lead author of the study. \"It might not be huge, or every day, but it adds up.\"\u003c/p>\n\u003cp>She and her team looked at how neighborhood crime in Baltimore affects attendance. The vast majority of students there use public transportation (like many urban school systems, Baltimore City Public Schools don't bus students). Researchers mapped the routes high school freshmen took to and from school — what streets they were walking on, when and where they picked up a bus, when they transferred, etc. Then, researchers applied crime data by location and time of day to see how those findings related to student absences for the year.\u003c/p>\n\u003cp>They discovered \"kids who are supposed to be walking along streets with higher rates of violent crime are more likely to miss school,\" Burdick-Will explains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Baltimore school district struggles with getting kids to show up: \u003ca href=\"https://www.baltimoresun.com/news/maryland/education/k-12/bs-md-chronic-absenteeism-20180604-story.html\">37 percent of students were chronically absent last school year\u003c/a>, meaning they missed at least 10 percent of school. Research shows students who miss that much school \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\">are way more likely to fall behind and eventually drop out\u003c/a>.\u003c/p>\n\u003cp>Burdick-Will says, \"When we think of attendance we often think of a kid not wanting to be there.\" But this research shows other factors may be at play.\u003c/p>\n\u003cp>\u003cstrong>The role of school choice\u003c/strong>\u003c/p>\n\u003cp>As school choice gains popularity, students are going to schools farther and farther away from their homes. And, Burdick-Will explains, \"Getting kids to school is going to have to be something that we pay more attention to as we open up [school] choice options.\"\u003c/p>\n\u003cp>Research by the Urban Institute \u003ca href=\"https://www.urban.org/research/publication/road-school-how-far-students-travel-school-choice-rich-cities-denver-detroit-new-orleans-new-york-city-and-washington-dc/view/full_report\">found that, in cities where school choice is a popular option\u003c/a>, black children often travel farther and longer than their white and Latino classmates.\u003c/p>\n\u003cp>In Baltimore, where all high schools run on a school choice system, students spend, on average, more than 35 minutes getting to school, and they have at least one public transit transfer, according to Burdick-Will.\u003c/p>\n\u003cp>And kids who travel through high-crime areas face another challenge: They can't always take the most direct route. \"They know that it's dangerous to go to this bus stop, and so they go in a different direction and they have an extra transfer,\" Burdick-Will says. \"Or they have to rely on a ride that sometimes falls through.\"\u003c/p>\n\u003cp>\u003cstrong>The rise of absenteeism\u003c/strong>\u003c/p>\n\u003cp>The latest national numbers suggest that nearly \u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/1-in-7-students-found-to-be.html\">8 million children in the United States are chronically absent\u003c/a>; that means about 1 in 7 students are missing 15 or more days of school each year.\u003c/p>\n\u003cp>External factors, like neighborhood crime, are important, explains Hedy Chang, the executive director of Attendance Works. But, she says, schools still need to be looking inward.\u003c/p>\n\u003cp>\"If we make schools better — safer — more inclusive and trauma-informed, students will want to be there.\"\u003c/p>\n\u003cp>And if students want to be there, Chang says, maybe they'll be more willing to walk those extra blocks to avoid high-crime areas. Perhaps they'll also feel comfortable talking to teachers and staff about the obstacles they face on their way to school.\u003c/p>\n\u003cp>\u003cstrong>Efforts in Chicago\u003c/strong>\u003c/p>\n\u003cp>Some cities are experimenting with ways to help students get to school safely.\u003c/p>\n\u003cp>In 2009, Chicago Public Schools started \u003ca href=\"https://cps.edu/Pages/safepassage.aspx\">Safe Passage\u003c/a>, a program that places adults along highly trafficked routes to schools. The idea was to make those paths safer for students and help boost attendance — \u003ca href=\"https://chicago.suntimes.com/education/chicago-public-schools-safe-passage-crime-prevention/\">and it worked\u003c/a>, according to research and data from the district.\u003c/p>\n\u003cp>But Safe Passage has its limits. A lot of Chicago students walk to school, while in Baltimore students are mostly taking public transit and only walking a few blocks to and from a bus stop. That means districts need to be creative when they're looking for solutions.\u003c/p>\n\u003cp>\"The public transit system isn't always designed with students in mind,\" says Burdick-Will of Johns Hopkins.\u003c/p>\n\u003cp>Public transit schedules often revolve around work commute times, and sometimes stops aren't placed in convenient locations to walk to a school. But Burdick-Will's Baltimore data does show high-traffic transfer locations, where students switch from one bus to another. Burdick-Will points to those transfer locations as an opportunity to bring more adults to the school commute.\u003c/p>\n\u003cp>\"Adult supervision matters a lot for kids,\" she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As her previous research has shown, just having an adult there can go a long way in helping kids feel safer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+High-Crime+Neighborhood+Makes+It+Harder+To+Show+Up+For+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In the last decade, rates of anxiety-related disorders in teenagers have \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">steadily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> risen, particularly in \u003c/span>\u003ca href=\"http://pediatrics.aappublications.org/content/138/6/e20161878\">\u003cspan style=\"font-weight: 400\">girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Researchers and psychologists posit \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">several\u003c/span>\u003c/a> \u003ca href=\"https://www.psychologytoday.com/us/blog/our-changing-culture/201708/why-so-many-teens-today-have-become-depressed\">\u003cspan style=\"font-weight: 400\">hypotheses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about why these rates are on the rise -- from digital hyperconnectivity to heightened external pressures to simply a greater awareness, and therefore diagnosis, of mental health concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the causes, Dr. Lisa Damour has hopeful news for parents and teens: first, some degree of stress and anxiety is not only normal but essential for human growth. And if those levels become untenable, there are tested strategies for reining anxiety back in. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Reframing Anxiety\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour, a psychologist and author of the new book \u003c/span>\u003ca href=\"http://www.randomhousebooks.com/books/561788/\">\u003cspan style=\"font-weight: 400\">\"Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls,\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has spent decades working with adolescent girls and their families. In recent years, she has noticed a change in how society views stress. “Somehow a misunderstanding has grown up about stress and anxiety where our culture now sees both as pathological,” said Damour. “The upshot of that is that we have adults and young people who are stressed about being stressed and anxious about being anxious.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety is a normal and healthy function, according to Damour, and much of the anxiety that teenagers express is a sign that they are aware of their surroundings, mindful of their growing responsibilities, and frightened of things that are, in fact, scary. Adults can \u003c/span>\u003cspan style=\"font-weight: 400\">make a difference simply by “reassuring them that, a great deal of time, stress is just operating as a friend and ally to them.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Change and stress go hand in hand -- even if a change is positive. Teenagers' lives are filled with change: Their bodies and brains are transforming, they usually switch schools at least once between grades 5 and 12, their academic workload is increasing, and social relationships are constantly evolving. The anxiety that comes with stretching to face these and other challenges is part of how humans develop strength, said Damour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she talks with teenage girls, she uses the metaphor of exercise: To develop physical strength, you have to slowly push your levels of physical endurance, building up strength through resistance training. Similarly, said Damour, “you should see [a challenge] as an extraordinary weight training program for your mind. You are going to walk out of it tougher and stronger than you have ever been.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stress, Emotion and the Teenage Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes anxiety and stress reach levels that impede a girl’s ability to navigate life effectively. That said, Damour cautions that an emotional outburst -- in and of itself -- is not a reliable indicator of mental health. “If you are raising a normally developing teenage daughter, she will have meltdowns. And there’s nothing you can do to prevent that,” said Damour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, when it’s your daughter who is sobbing on the bathroom floor, it’s hard to keep this in perspective. “When it’s your kid, it’s terrifying,” Damour said. “A lot of parents are frightened and paralyzed in that moment. They wonder: Is this a sign that something is really wrong or that my kid is really out of control?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where a little neuroscience might be helpful, said Damour. “The adolescent brain is very gawky and vulnerable to emotion.” That gawkiness stems from the extraordinary brain development that happens in adolescence. “The brain is upgrading, but in the same order as it initially developed,” said Damour, from the more primitive regions that house emotions to the more sophisticated regions that regulate perspective and problem-solving.\u003c/span>\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The result? “When she’s calm, a teenage girl can outreason any adult. When she’s upset, her primitive regions can hijack the whole system and take it down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When your daughter is emotionally overwhelmed, give her a little time. Damour said it’s easy to see a meltdown as a fire that’s about to turn into a conflagration. But a storm is a more accurate metaphor. “You can’t stop a storm,” she said. “You have to wait it out. But these storms do pass. The brain will reset itself. Don’t try to stop the storm or fix it in the moment.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, sit with her, go on a walk together, watch a funny show, or offer her a cup of tea, advised Damour. After weathering a few storms successfully, “parents and teenagers get to discover that -- all by itself -- the storm will pass. At that point, either the problem completely evaporates and she moves on, or the girl can now look at the problem with clear eyes, assess it with her prefrontal lobe back online, and figure out what she wants to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Responding Instead of Reacting\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teenage girls are particularly sensitive to the cues they receive from parents and teachers – from words to facial expressions. How adults respond to teens’ emotional reactions matters a lot, said Damour. When adults become anxious in response to a teen’s anxiety, it exacerbates the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping girls weather stress storms can be “excruciating for parents,” and Damour said she understands the almost primal desire to alleviate the pain, solve the problem for them or remove the stressor -- such as letting them stay home from school if they are anxious about a test. But avoidance feeds anxiety. Girls often feel stressed because they overestimate the difficulty of a situation and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">underestimate\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their ability to deal with it, said Damour. When they avoid a situation, they miss the opportunity to correct that perception and recognize their own strength. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour has found two words helpful in helping keep teens in the driver’s seat: “stinks” and “handle.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“ ‘That really stinks’ is a very simple phrase that cuts right through it. It says, ‘I hear you and I’m just going to sit here for a moment and acknowledge that what you are up against isn’t that great,’ ” said Damour, “Empathy goes very, very far in helping them contain what is upsetting them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, there is no simple solution to a stressor, so “the next step may simply be acceptance – acceptance of the situation and of their strength to persist through it. It’s the ability to say to yourself, ‘This stinks, but this is something I can handle.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour said the word “handle” is empowering. Girls learn that “by enduring this, I’ll be able to endure more down the line. I’ll build up my capacity to handle unpleasant situations.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build in Recovery Time\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In strength training, “you can’t just lift weights day after day after day,” said Damour. “In order to get the full benefits from the workout, your muscles need a chance to recover and repair.” The same holds true for the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teens accept that some level of stress is inevitable, they can spend less time worrying about stress and more time focusing on how they can build in recovery time.\u003c/span>\u003c/p>\n\u003cp>“The good news is your mind recovers a lot faster than your muscles do. But you need to restore yourself so you can go right back in for another workout. Your job is to figure out how you like to recover. What’s the system that really works for you?” For some teens, playing sports gives them the reboot they need to focus on academics. Another student might benefit from a watching a 22-minute episode of a sitcom\u003ci>, \u003c/i>playing with a dog, going on a walk or listening to a favorite music playlist.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having conversations with stressed-out teens about this type of downtime redirects the attention away from the stress and toward the recovery. Students can’t always control the stressors in their life, said Damour, but they can have a say over how they choose to restore themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Restorative Power of Sleep\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sleep deprivation is one of the simplest explanations for the rise in anxiety-related concerns, Damour said. “Sleep is the glue that holds human beings together.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2018/11/29/our-brains-benefit-sleep-heres-why-how-parents-can-help-teens-get-plenty-it/?utm_term=.730e8bbb00f6\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is unambiguous: When we are sleep-deprived, we are less emotionally resilient. According to Damour, the first question many clinicians ask teens who come in for anxiety is, “How much sleep are you getting?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If they are consistently getting less than seven or eight hours, that’s the first line of intervention. “Teenagers need nine hours a night, middle-schoolers need 10, and elementary students need 11. Caffeine doesn’t make up for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to sleep, she says, small changes can make a big difference, including completing as much homework as they can during the schoolday, making judicious choices about how much time they spend on any given assignment, and monitoring social media use in the evening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Technology is very hard on sleep,” said Damour. “I’m not anti-social media, but it makes a tremendous difference for teens to not have a phone and computer in the bedroom at night. Teenagers have texts waking them up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the melatonin-suppressing effects of blue light emitted from smartphone screens and other devices, Damour encourages teens to turn off social media notifications well before going to sleep. But it’s not just the blue light. “Girls will often see something on social media that will keep them up at night -- and if you ask them, they’ll usually admit this.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Growing Up Brave\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Damour, the most powerful force for good in a teenager’s life is a “caring, working relationship with at least one loving adult.” Within that context, adults can offer teenagers empathy, grounded perspective and a vote of confidence as they work through challenges -- helping them aim for courage, not avoidance.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Brave is a positive word -- it’s something we aspire to be,” said Damour. “Built into the word is the understanding that the person is scared and yet they are doing something anyway. Scared is here to stay. Anxiety is part of life. It’s not our job to vanquish these feelings. It’s our job to develop the resources we need to march forward anyway.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the last decade, rates of anxiety-related disorders in teenagers have \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">steadily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> risen, particularly in \u003c/span>\u003ca href=\"http://pediatrics.aappublications.org/content/138/6/e20161878\">\u003cspan style=\"font-weight: 400\">girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Researchers and psychologists posit \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">several\u003c/span>\u003c/a> \u003ca href=\"https://www.psychologytoday.com/us/blog/our-changing-culture/201708/why-so-many-teens-today-have-become-depressed\">\u003cspan style=\"font-weight: 400\">hypotheses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about why these rates are on the rise -- from digital hyperconnectivity to heightened external pressures to simply a greater awareness, and therefore diagnosis, of mental health concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the causes, Dr. Lisa Damour has hopeful news for parents and teens: first, some degree of stress and anxiety is not only normal but essential for human growth. And if those levels become untenable, there are tested strategies for reining anxiety back in. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Reframing Anxiety\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour, a psychologist and author of the new book \u003c/span>\u003ca href=\"http://www.randomhousebooks.com/books/561788/\">\u003cspan style=\"font-weight: 400\">\"Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls,\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has spent decades working with adolescent girls and their families. In recent years, she has noticed a change in how society views stress. “Somehow a misunderstanding has grown up about stress and anxiety where our culture now sees both as pathological,” said Damour. “The upshot of that is that we have adults and young people who are stressed about being stressed and anxious about being anxious.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety is a normal and healthy function, according to Damour, and much of the anxiety that teenagers express is a sign that they are aware of their surroundings, mindful of their growing responsibilities, and frightened of things that are, in fact, scary. Adults can \u003c/span>\u003cspan style=\"font-weight: 400\">make a difference simply by “reassuring them that, a great deal of time, stress is just operating as a friend and ally to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Change and stress go hand in hand -- even if a change is positive. Teenagers' lives are filled with change: Their bodies and brains are transforming, they usually switch schools at least once between grades 5 and 12, their academic workload is increasing, and social relationships are constantly evolving. The anxiety that comes with stretching to face these and other challenges is part of how humans develop strength, said Damour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she talks with teenage girls, she uses the metaphor of exercise: To develop physical strength, you have to slowly push your levels of physical endurance, building up strength through resistance training. Similarly, said Damour, “you should see [a challenge] as an extraordinary weight training program for your mind. You are going to walk out of it tougher and stronger than you have ever been.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stress, Emotion and the Teenage Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes anxiety and stress reach levels that impede a girl’s ability to navigate life effectively. That said, Damour cautions that an emotional outburst -- in and of itself -- is not a reliable indicator of mental health. “If you are raising a normally developing teenage daughter, she will have meltdowns. And there’s nothing you can do to prevent that,” said Damour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, when it’s your daughter who is sobbing on the bathroom floor, it’s hard to keep this in perspective. “When it’s your kid, it’s terrifying,” Damour said. “A lot of parents are frightened and paralyzed in that moment. They wonder: Is this a sign that something is really wrong or that my kid is really out of control?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where a little neuroscience might be helpful, said Damour. “The adolescent brain is very gawky and vulnerable to emotion.” That gawkiness stems from the extraordinary brain development that happens in adolescence. “The brain is upgrading, but in the same order as it initially developed,” said Damour, from the more primitive regions that house emotions to the more sophisticated regions that regulate perspective and problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The result? “When she’s calm, a teenage girl can outreason any adult. When she’s upset, her primitive regions can hijack the whole system and take it down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When your daughter is emotionally overwhelmed, give her a little time. Damour said it’s easy to see a meltdown as a fire that’s about to turn into a conflagration. But a storm is a more accurate metaphor. “You can’t stop a storm,” she said. “You have to wait it out. But these storms do pass. The brain will reset itself. Don’t try to stop the storm or fix it in the moment.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, sit with her, go on a walk together, watch a funny show, or offer her a cup of tea, advised Damour. After weathering a few storms successfully, “parents and teenagers get to discover that -- all by itself -- the storm will pass. At that point, either the problem completely evaporates and she moves on, or the girl can now look at the problem with clear eyes, assess it with her prefrontal lobe back online, and figure out what she wants to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Responding Instead of Reacting\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teenage girls are particularly sensitive to the cues they receive from parents and teachers – from words to facial expressions. How adults respond to teens’ emotional reactions matters a lot, said Damour. When adults become anxious in response to a teen’s anxiety, it exacerbates the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping girls weather stress storms can be “excruciating for parents,” and Damour said she understands the almost primal desire to alleviate the pain, solve the problem for them or remove the stressor -- such as letting them stay home from school if they are anxious about a test. But avoidance feeds anxiety. Girls often feel stressed because they overestimate the difficulty of a situation and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">underestimate\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their ability to deal with it, said Damour. When they avoid a situation, they miss the opportunity to correct that perception and recognize their own strength. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour has found two words helpful in helping keep teens in the driver’s seat: “stinks” and “handle.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“ ‘That really stinks’ is a very simple phrase that cuts right through it. It says, ‘I hear you and I’m just going to sit here for a moment and acknowledge that what you are up against isn’t that great,’ ” said Damour, “Empathy goes very, very far in helping them contain what is upsetting them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, there is no simple solution to a stressor, so “the next step may simply be acceptance – acceptance of the situation and of their strength to persist through it. It’s the ability to say to yourself, ‘This stinks, but this is something I can handle.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour said the word “handle” is empowering. Girls learn that “by enduring this, I’ll be able to endure more down the line. I’ll build up my capacity to handle unpleasant situations.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build in Recovery Time\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In strength training, “you can’t just lift weights day after day after day,” said Damour. “In order to get the full benefits from the workout, your muscles need a chance to recover and repair.” The same holds true for the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teens accept that some level of stress is inevitable, they can spend less time worrying about stress and more time focusing on how they can build in recovery time.\u003c/span>\u003c/p>\n\u003cp>“The good news is your mind recovers a lot faster than your muscles do. But you need to restore yourself so you can go right back in for another workout. Your job is to figure out how you like to recover. What’s the system that really works for you?” For some teens, playing sports gives them the reboot they need to focus on academics. Another student might benefit from a watching a 22-minute episode of a sitcom\u003ci>, \u003c/i>playing with a dog, going on a walk or listening to a favorite music playlist.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having conversations with stressed-out teens about this type of downtime redirects the attention away from the stress and toward the recovery. Students can’t always control the stressors in their life, said Damour, but they can have a say over how they choose to restore themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Restorative Power of Sleep\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sleep deprivation is one of the simplest explanations for the rise in anxiety-related concerns, Damour said. “Sleep is the glue that holds human beings together.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2018/11/29/our-brains-benefit-sleep-heres-why-how-parents-can-help-teens-get-plenty-it/?utm_term=.730e8bbb00f6\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is unambiguous: When we are sleep-deprived, we are less emotionally resilient. According to Damour, the first question many clinicians ask teens who come in for anxiety is, “How much sleep are you getting?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If they are consistently getting less than seven or eight hours, that’s the first line of intervention. “Teenagers need nine hours a night, middle-schoolers need 10, and elementary students need 11. Caffeine doesn’t make up for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to sleep, she says, small changes can make a big difference, including completing as much homework as they can during the schoolday, making judicious choices about how much time they spend on any given assignment, and monitoring social media use in the evening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Technology is very hard on sleep,” said Damour. “I’m not anti-social media, but it makes a tremendous difference for teens to not have a phone and computer in the bedroom at night. Teenagers have texts waking them up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the melatonin-suppressing effects of blue light emitted from smartphone screens and other devices, Damour encourages teens to turn off social media notifications well before going to sleep. But it’s not just the blue light. “Girls will often see something on social media that will keep them up at night -- and if you ask them, they’ll usually admit this.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Growing Up Brave\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Damour, the most powerful force for good in a teenager’s life is a “caring, working relationship with at least one loving adult.” Within that context, adults can offer teenagers empathy, grounded perspective and a vote of confidence as they work through challenges -- helping them aim for courage, not avoidance.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Brave is a positive word -- it’s something we aspire to be,” said Damour. “Built into the word is the understanding that the person is scared and yet they are doing something anyway. Scared is here to stay. Anxiety is part of life. It’s not our job to vanquish these feelings. It’s our job to develop the resources we need to march forward anyway.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "School Shooters: What's Their Path To Violence?",
"title": "School Shooters: What's Their Path To Violence?",
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"content": "\u003cp>It's hard to empathize with someone who carries out a school shooting. The brutality of their crimes is unspeakable. Whether the shootings were at Columbine, at Sandy Hook, or in Parkland, they have traumatized students and communities across the U.S.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> understands that. He is the director of safety and risk management at Salem-Keizer Public Schools in Oregon, a state that has had its share of school shootings. In 2014, about 60 miles from Salem, where Van Dreal is based, \u003ca href=\"https://www.oregonlive.com/gresham/index.ssf/2014/06/oregon_school_shooting_troutda.html\">a 15-year-old boy\u003c/a> shot one student and a teacher at his high school before killing himself.\u003c/p>\n\u003cp>\"Someone went out of their way to target and kill children who look like our children, teachers who look like our teachers — and did it for no other reason than to hurt them,\" says Van Dreal. \"And that's very personal.\"\u003c/p>\n\u003cp>Still, Van Dreal and other psychologists and law enforcement agents do spend a lot of time thinking about what it's like to be one of these school shooters, because, they say, that is key to prevention.\u003c/p>\n\u003cp>\u003cstrong>How many school shootings?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Tallying up all shootings and instances of school violence is \u003ca href=\"https://www.theatlantic.com/education/archive/2018/02/another-school-shootingbut-whos-counting/553412/\"> difficult\u003c/a>, researchers say; there's no official count, and various organizations \u003ca href=\"https://www.snopes.com/news/2018/02/16/how-many-school-shootings-in-2018/\">differ in their definitions\u003c/a> of school shootings.\u003c/p>\n\u003cp>For example, an \u003ca href=\"https://www.motherjones.com/politics/2012/12/mass-shootings-mother-jones-full-data/\">open source database\u003c/a> put together by \u003cem>Mother Jones\u003c/em> suggests there have been 11 mass shootings (where four or more people died) in schools since the Columbine High School shooting in Colorado in 1999, and 134 children and adults died in those attacks.\u003c/p>\n\u003cp>Psychologists and law enforcement agencies have been analyzing how these sorts of \u003ca href=\"https://schoolshooters.info/multi-victim-school-shootings-united-states-fifty-year-review\">multivictim attacks\u003c/a> came to be, because of what they tell us about many other people who are at risk of becoming violent in schools and the ways we might intervene early, before anger becomes violence.\u003c/p>\n\u003cp>In the two decades since the Columbine High School shooting, researchers have learned a lot about school shooters. For one thing, many are themselves students, or former students, at the schools they attack. A significant majority tend to be teenagers or young adults.\u003c/p>\n\u003cp>\"There's no one thing, [but] maybe a couple of dozen different things that come together to put someone on the path to committing an act of mass violence,\" says \u003ca href=\"https://schoolshooters.info/about-dr-langman\">Peter Langman\u003c/a>, a clinical psychologist in Allentown, Pa., and the author of two books and \u003ca href=\"https://schoolshooters.info/articles/general-research\">several studies\u003c/a> about school shootings.\u003c/p>\n\u003cp>\u003cstrong>Multiple factors contribute in each case\u003c/strong>\u003c/p>\n\u003cp>Most shooters in these cases had led difficult lives, the studies find.\u003c/p>\n\u003cp>\"Adolescent school shooters, there's no question that they're struggling and there have been multiple failures in their lives,\" says \u003ca href=\"http://drreidmeloy.com/\">Reid Meloy\u003c/a>, a forensic psychologist who has consulted with the FBI.\u003c/p>\n\u003cp>Many struggle with psychological problems, Meloy says.\u003c/p>\n\u003cp>\"We know that mental health issues are very much in the mix,\" he says. \"The child might be just, you know, very depressed. We also found in one of our \u003ca href=\"http://drreidmeloy.com/wp-content/uploads/2015/12/2001_OffenderandOffe.pdf\">early studies\u003c/a> that you've got this curious combination of both depression and paranoia.\"\u003c/p>\n\u003cp>Studies by the \u003ca href=\"https://www.fbi.gov/file-repository/stats-services-publications-school-shooter-school-shooter/view\">FBI\u003c/a> and the \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">U.S. Secret Service\u003c/a> have also found that many of the shooters were feeling desperate before the event.\u003c/p>\n\u003cp>\"Whether or not they've been diagnosed, or whether or not they're severely mentally ill, something is going on that could [have been] addressed through some kind of treatment,\" says Langman.\u003c/p>\n\u003cp>But most never got that treatment.\u003c/p>\n\u003cp>\u003cstrong>The role of mental health problems\u003c/strong>\u003c/p>\n\u003cp>Mental health issues don't cause school shootings, Van Dreal emphasizes. After all, only a tiny, tiny percentage of kids with psychological issues go on to become school shooters.\u003c/p>\n\u003cp>But mental health problems are a risk factor, he says, because they can decrease one's ability to cope with other stresses. And studies have shown that most school shooters have led particularly stressful lives.\u003c/p>\n\u003cp>Many, though not all, of the perpetrators have experienced childhood traumas such as physical or emotional abuse, and \u003ca href=\"https://schoolshooters.info/sites/default/files/shooters_myth_stable_home_1.15.pdf\">unstable families\u003c/a>, with violent, absent or alcoholic parents or siblings, for example. And most have experienced significant losses.\u003c/p>\n\u003cp>For example, the \u003ca href=\"https://www.npr.org/2018/02/28/589502906/a-clearer-picture-of-parkland-shooting-suspect-comes-into-focus\">defendant in the case of the Parkland, Fla., shooting\u003c/a> last year had lost his adopted mother to complications from the flu just a couple of months before the school attack. His adopted father had died when he was a little boy.\u003c/p>\n\u003cp>Feeling like an outcast at school may also play a role.\u003c/p>\n\u003cp>\"A lot of these people have felt excluded, socially left out or rejected,\" says Van Dreal. Studies show that social rejection at school is \u003ca href=\"http://www15.uta.fi/arkisto/aktk/projects/sta/Wike_2009_School-Shootings_Making_Sense-of-the-Senseless.pdf\">associated with\u003c/a> higher levels of anxiety, depression, aggression and antisocial behavior in children.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">2004 study\u003c/a> by the U.S. Secret Service and U.S. Department of Education found that nearly three-quarters of school shooters had been bullied or harassed at school.\u003c/p>\n\u003cp>Marginalized kids don't have anchors at school, says Van Dreal. \"They don't have any adult connection — no one watching out for them. Or no one knows who they are anymore.\"\u003c/p>\n\u003cp>And the absence of social support at the school, Meloy says, is a big risk factor.\u003c/p>\n\u003cp>\"People who do these kinds of targeted attacks don't feel very good about themselves, or where they're headed in their lives,\" says Van Dreal. \"They may wish someone would kill them. Or they may wish they could kill themselves.\"\u003c/p>\n\u003cp>For example, Dylan Klebold, one of the perpetrators of the Columbine shooting, had been depressed and suicidal two years prior.\u003c/p>\n\u003cp>\"About half of the school shooters I've studied have died by suicide in their attack,\" says Langman. \"It's often a mix of severe depression and anguish and desperation driving them to end their own lives.\"\u003c/p>\n\u003cp>Of course, most people who feel suicidal don't kill others.\u003c/p>\n\u003cp>So what makes a small minority of kids who have mental health issues and thoughts of suicide turn to violence and homicide?\u003c/p>\n\u003cp>Meloy and Van Dreal think it's because these individuals had been struggling alone — either because they were unable to ask for help or their cries went unheard when the adults in their lives didn't realize the child needed support.\u003c/p>\n\u003cp>\u003cstrong>When despair turns to anger and a desire for revenge\u003c/strong>\u003c/p>\n\u003cp>When someone has been struggling alone for a while and failing, their despair can turn into anger, the researchers say.\u003c/p>\n\u003cp>\"There's loss. There's humiliation. There's anger. There's blame,\" says Meloy.\u003c/p>\n\u003cp>That sort of anger can lead to homicidal thoughts, Van Dreal says.\u003c/p>\n\u003cp>They start out fantasizing about revenge, says Meloy.\u003c/p>\n\u003cp>\"So the fantasy is one where the teenager starts to identify with other individuals who have become school shooters and have used violence as a way to solve their problem,\" he says.\u003c/p>\n\u003cp>These days, Meloy adds, it's easy for a troubled kid to go online and research how previous shooters planned and executed their attacks.\u003c/p>\n\u003cp>Easy access to guns — \u003ca href=\"https://curry.virginia.edu/sites/default/files/images/YVP/Cornell%20Hearing%20Statement%203-20-18.pdf\">one of the biggest risk factors\u003c/a> — then turns these fantasies into reality.\u003c/p>\n\u003cp>Psychologists say these attacks can be prevented — they are often weeks or months in the planning.\u003c/p>\n\u003cp>The keys to prevention are to spot the earliest behavioral signs that a student is struggling, Langman says, and also to watch for signs that someone may be veering toward violence.\u003c/p>\n\u003cp>Some signs can seem obvious in hindsight. \"So, I've stopped being the kid who went to Boy Scouts, and church and loved his grandmother,\" Van Dreal says, \"and now I want to be that kid with camouflage who's isolated and attacks people and hurts them.\"\u003c/p>\n\u003cp>But sometimes, even professionals who see the signs miss their significance.\u003c/p>\n\u003cp>About a year and a half before he attacked students at Columbine High School, Dylan Klebold, who was a gifted student, started to get into trouble.\u003c/p>\n\u003cp>He and some friends hacked into his school's computer system. Then, a couple of months later, he and his friend Eric Harris broke into a van and stole some equipment. They were arrested at that point and sent to a diversion program — an alternative to jail for first-time juvenile offenders — that offered counseling and required community service.\u003c/p>\n\u003cp>\u003ca href=\"http://amothersreckoning.com/\">Sue Klebold\u003c/a>, Dylan's mother and subsequent author of the book \u003cem>A Mother's Reckoning: Living in the Aftermath of Tragedy\u003c/em>, tells NPR she was upset and concerned to see the sudden change in her son's behavior. She says she asked the diversion counselor if his behavior meant something and whether he needed a therapist. The counselor asked Dylan, and Dylan said no.\u003c/p>\n\u003cp>Sue Klebold says she never realized how deep the problem was.\u003c/p>\n\u003cp>\"The piece that I think I failed [in] is, we tend to underestimate the level of pain that someone may be in,\" Klebold tells NPR. \"We all have a responsibility to stop and think — someone we love may be suffering, may be in a crisis.\"\u003c/p>\n\u003cp>\u003cstrong>Beware pitfalls in the search for a solution\u003c/strong>\u003c/p>\n\u003cp>The solution, according to psychologists who study kids who become violent, isn't to expel or suspend a student like Dylan — though that is what happened to him in the fall of 1997, after he hacked into his school's computer system.\u003c/p>\n\u003cp>A student like that who's expelled \"can now be bored, can be isolated at home, can be living in a dysfunctional family, and can be ruminating and thinking all the time about how he's going to avenge what has happened to him,\" says Meloy.\u003c/p>\n\u003cp>Eric Harris, who was Dylan Klebold's friend and fellow killer that day at Columbine, didn't seem depressed; he was self-absorbed, lacked empathy and was prone to angry outbursts, according to those who analyzed his journals and earlier behavior.\u003c/p>\n\u003cp>While Klebold's journals were \"full of loneliness and depression,\" Langman says, the writings of Harris were \"full of narcissism and rage and rants against people — a lot of contempt.\"\u003c/p>\n\u003cp>Harris' contempt extended to himself. Significant surgeries during his early teen years to correct a \u003ca href=\"https://www.mayoclinic.org/diseases-conditions/pectus-excavatum/symptoms-causes/syc-20355483\">birth condition\u003c/a> contributed to self-loathing, \u003ca href=\"https://schoolshooters.info/sites/default/files/bio_psycho_social_1.0.pdf\">Langman's study of Harris' journal \u003c/a> suggests.\u003c/p>\n\u003cp>\"I have always hated how I looked,\" Harris wrote in his journal. \"That's where a lot of my hate grows from.\" In his last journal entry, Harris refers to himself as \"the weird looking Eric KID.\"\u003c/p>\n\u003cp>\"Anyone contemplating getting a gun and killing people needs to be seen as a person in crisis,\" says Langman. \"And that's why it's so important to reach out and connect with that individual.\"\u003c/p>\n\u003cp>Time and time again, psychologists and educators have found that surrounding a young person with the right kind of support and supervision early on can turn most away from violence.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Connecting with these students, listening to them and supporting them, getting them the help they need, these researchers say, can help prevent future attacks and make schools a safer place for all children.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Shooters%3A+What%27s+Their+Path+To+Violence%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to empathize with someone who carries out a school shooting. The brutality of their crimes is unspeakable. Whether the shootings were at Columbine, at Sandy Hook, or in Parkland, they have traumatized students and communities across the U.S.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> understands that. He is the director of safety and risk management at Salem-Keizer Public Schools in Oregon, a state that has had its share of school shootings. In 2014, about 60 miles from Salem, where Van Dreal is based, \u003ca href=\"https://www.oregonlive.com/gresham/index.ssf/2014/06/oregon_school_shooting_troutda.html\">a 15-year-old boy\u003c/a> shot one student and a teacher at his high school before killing himself.\u003c/p>\n\u003cp>\"Someone went out of their way to target and kill children who look like our children, teachers who look like our teachers — and did it for no other reason than to hurt them,\" says Van Dreal. \"And that's very personal.\"\u003c/p>\n\u003cp>Still, Van Dreal and other psychologists and law enforcement agents do spend a lot of time thinking about what it's like to be one of these school shooters, because, they say, that is key to prevention.\u003c/p>\n\u003cp>\u003cstrong>How many school shootings?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Tallying up all shootings and instances of school violence is \u003ca href=\"https://www.theatlantic.com/education/archive/2018/02/another-school-shootingbut-whos-counting/553412/\"> difficult\u003c/a>, researchers say; there's no official count, and various organizations \u003ca href=\"https://www.snopes.com/news/2018/02/16/how-many-school-shootings-in-2018/\">differ in their definitions\u003c/a> of school shootings.\u003c/p>\n\u003cp>For example, an \u003ca href=\"https://www.motherjones.com/politics/2012/12/mass-shootings-mother-jones-full-data/\">open source database\u003c/a> put together by \u003cem>Mother Jones\u003c/em> suggests there have been 11 mass shootings (where four or more people died) in schools since the Columbine High School shooting in Colorado in 1999, and 134 children and adults died in those attacks.\u003c/p>\n\u003cp>Psychologists and law enforcement agencies have been analyzing how these sorts of \u003ca href=\"https://schoolshooters.info/multi-victim-school-shootings-united-states-fifty-year-review\">multivictim attacks\u003c/a> came to be, because of what they tell us about many other people who are at risk of becoming violent in schools and the ways we might intervene early, before anger becomes violence.\u003c/p>\n\u003cp>In the two decades since the Columbine High School shooting, researchers have learned a lot about school shooters. For one thing, many are themselves students, or former students, at the schools they attack. A significant majority tend to be teenagers or young adults.\u003c/p>\n\u003cp>\"There's no one thing, [but] maybe a couple of dozen different things that come together to put someone on the path to committing an act of mass violence,\" says \u003ca href=\"https://schoolshooters.info/about-dr-langman\">Peter Langman\u003c/a>, a clinical psychologist in Allentown, Pa., and the author of two books and \u003ca href=\"https://schoolshooters.info/articles/general-research\">several studies\u003c/a> about school shootings.\u003c/p>\n\u003cp>\u003cstrong>Multiple factors contribute in each case\u003c/strong>\u003c/p>\n\u003cp>Most shooters in these cases had led difficult lives, the studies find.\u003c/p>\n\u003cp>\"Adolescent school shooters, there's no question that they're struggling and there have been multiple failures in their lives,\" says \u003ca href=\"http://drreidmeloy.com/\">Reid Meloy\u003c/a>, a forensic psychologist who has consulted with the FBI.\u003c/p>\n\u003cp>Many struggle with psychological problems, Meloy says.\u003c/p>\n\u003cp>\"We know that mental health issues are very much in the mix,\" he says. \"The child might be just, you know, very depressed. We also found in one of our \u003ca href=\"http://drreidmeloy.com/wp-content/uploads/2015/12/2001_OffenderandOffe.pdf\">early studies\u003c/a> that you've got this curious combination of both depression and paranoia.\"\u003c/p>\n\u003cp>Studies by the \u003ca href=\"https://www.fbi.gov/file-repository/stats-services-publications-school-shooter-school-shooter/view\">FBI\u003c/a> and the \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">U.S. Secret Service\u003c/a> have also found that many of the shooters were feeling desperate before the event.\u003c/p>\n\u003cp>\"Whether or not they've been diagnosed, or whether or not they're severely mentally ill, something is going on that could [have been] addressed through some kind of treatment,\" says Langman.\u003c/p>\n\u003cp>But most never got that treatment.\u003c/p>\n\u003cp>\u003cstrong>The role of mental health problems\u003c/strong>\u003c/p>\n\u003cp>Mental health issues don't cause school shootings, Van Dreal emphasizes. After all, only a tiny, tiny percentage of kids with psychological issues go on to become school shooters.\u003c/p>\n\u003cp>But mental health problems are a risk factor, he says, because they can decrease one's ability to cope with other stresses. And studies have shown that most school shooters have led particularly stressful lives.\u003c/p>\n\u003cp>Many, though not all, of the perpetrators have experienced childhood traumas such as physical or emotional abuse, and \u003ca href=\"https://schoolshooters.info/sites/default/files/shooters_myth_stable_home_1.15.pdf\">unstable families\u003c/a>, with violent, absent or alcoholic parents or siblings, for example. And most have experienced significant losses.\u003c/p>\n\u003cp>For example, the \u003ca href=\"https://www.npr.org/2018/02/28/589502906/a-clearer-picture-of-parkland-shooting-suspect-comes-into-focus\">defendant in the case of the Parkland, Fla., shooting\u003c/a> last year had lost his adopted mother to complications from the flu just a couple of months before the school attack. His adopted father had died when he was a little boy.\u003c/p>\n\u003cp>Feeling like an outcast at school may also play a role.\u003c/p>\n\u003cp>\"A lot of these people have felt excluded, socially left out or rejected,\" says Van Dreal. Studies show that social rejection at school is \u003ca href=\"http://www15.uta.fi/arkisto/aktk/projects/sta/Wike_2009_School-Shootings_Making_Sense-of-the-Senseless.pdf\">associated with\u003c/a> higher levels of anxiety, depression, aggression and antisocial behavior in children.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">2004 study\u003c/a> by the U.S. Secret Service and U.S. Department of Education found that nearly three-quarters of school shooters had been bullied or harassed at school.\u003c/p>\n\u003cp>Marginalized kids don't have anchors at school, says Van Dreal. \"They don't have any adult connection — no one watching out for them. Or no one knows who they are anymore.\"\u003c/p>\n\u003cp>And the absence of social support at the school, Meloy says, is a big risk factor.\u003c/p>\n\u003cp>\"People who do these kinds of targeted attacks don't feel very good about themselves, or where they're headed in their lives,\" says Van Dreal. \"They may wish someone would kill them. Or they may wish they could kill themselves.\"\u003c/p>\n\u003cp>For example, Dylan Klebold, one of the perpetrators of the Columbine shooting, had been depressed and suicidal two years prior.\u003c/p>\n\u003cp>\"About half of the school shooters I've studied have died by suicide in their attack,\" says Langman. \"It's often a mix of severe depression and anguish and desperation driving them to end their own lives.\"\u003c/p>\n\u003cp>Of course, most people who feel suicidal don't kill others.\u003c/p>\n\u003cp>So what makes a small minority of kids who have mental health issues and thoughts of suicide turn to violence and homicide?\u003c/p>\n\u003cp>Meloy and Van Dreal think it's because these individuals had been struggling alone — either because they were unable to ask for help or their cries went unheard when the adults in their lives didn't realize the child needed support.\u003c/p>\n\u003cp>\u003cstrong>When despair turns to anger and a desire for revenge\u003c/strong>\u003c/p>\n\u003cp>When someone has been struggling alone for a while and failing, their despair can turn into anger, the researchers say.\u003c/p>\n\u003cp>\"There's loss. There's humiliation. There's anger. There's blame,\" says Meloy.\u003c/p>\n\u003cp>That sort of anger can lead to homicidal thoughts, Van Dreal says.\u003c/p>\n\u003cp>They start out fantasizing about revenge, says Meloy.\u003c/p>\n\u003cp>\"So the fantasy is one where the teenager starts to identify with other individuals who have become school shooters and have used violence as a way to solve their problem,\" he says.\u003c/p>\n\u003cp>These days, Meloy adds, it's easy for a troubled kid to go online and research how previous shooters planned and executed their attacks.\u003c/p>\n\u003cp>Easy access to guns — \u003ca href=\"https://curry.virginia.edu/sites/default/files/images/YVP/Cornell%20Hearing%20Statement%203-20-18.pdf\">one of the biggest risk factors\u003c/a> — then turns these fantasies into reality.\u003c/p>\n\u003cp>Psychologists say these attacks can be prevented — they are often weeks or months in the planning.\u003c/p>\n\u003cp>The keys to prevention are to spot the earliest behavioral signs that a student is struggling, Langman says, and also to watch for signs that someone may be veering toward violence.\u003c/p>\n\u003cp>Some signs can seem obvious in hindsight. \"So, I've stopped being the kid who went to Boy Scouts, and church and loved his grandmother,\" Van Dreal says, \"and now I want to be that kid with camouflage who's isolated and attacks people and hurts them.\"\u003c/p>\n\u003cp>But sometimes, even professionals who see the signs miss their significance.\u003c/p>\n\u003cp>About a year and a half before he attacked students at Columbine High School, Dylan Klebold, who was a gifted student, started to get into trouble.\u003c/p>\n\u003cp>He and some friends hacked into his school's computer system. Then, a couple of months later, he and his friend Eric Harris broke into a van and stole some equipment. They were arrested at that point and sent to a diversion program — an alternative to jail for first-time juvenile offenders — that offered counseling and required community service.\u003c/p>\n\u003cp>\u003ca href=\"http://amothersreckoning.com/\">Sue Klebold\u003c/a>, Dylan's mother and subsequent author of the book \u003cem>A Mother's Reckoning: Living in the Aftermath of Tragedy\u003c/em>, tells NPR she was upset and concerned to see the sudden change in her son's behavior. She says she asked the diversion counselor if his behavior meant something and whether he needed a therapist. The counselor asked Dylan, and Dylan said no.\u003c/p>\n\u003cp>Sue Klebold says she never realized how deep the problem was.\u003c/p>\n\u003cp>\"The piece that I think I failed [in] is, we tend to underestimate the level of pain that someone may be in,\" Klebold tells NPR. \"We all have a responsibility to stop and think — someone we love may be suffering, may be in a crisis.\"\u003c/p>\n\u003cp>\u003cstrong>Beware pitfalls in the search for a solution\u003c/strong>\u003c/p>\n\u003cp>The solution, according to psychologists who study kids who become violent, isn't to expel or suspend a student like Dylan — though that is what happened to him in the fall of 1997, after he hacked into his school's computer system.\u003c/p>\n\u003cp>A student like that who's expelled \"can now be bored, can be isolated at home, can be living in a dysfunctional family, and can be ruminating and thinking all the time about how he's going to avenge what has happened to him,\" says Meloy.\u003c/p>\n\u003cp>Eric Harris, who was Dylan Klebold's friend and fellow killer that day at Columbine, didn't seem depressed; he was self-absorbed, lacked empathy and was prone to angry outbursts, according to those who analyzed his journals and earlier behavior.\u003c/p>\n\u003cp>While Klebold's journals were \"full of loneliness and depression,\" Langman says, the writings of Harris were \"full of narcissism and rage and rants against people — a lot of contempt.\"\u003c/p>\n\u003cp>Harris' contempt extended to himself. Significant surgeries during his early teen years to correct a \u003ca href=\"https://www.mayoclinic.org/diseases-conditions/pectus-excavatum/symptoms-causes/syc-20355483\">birth condition\u003c/a> contributed to self-loathing, \u003ca href=\"https://schoolshooters.info/sites/default/files/bio_psycho_social_1.0.pdf\">Langman's study of Harris' journal \u003c/a> suggests.\u003c/p>\n\u003cp>\"I have always hated how I looked,\" Harris wrote in his journal. \"That's where a lot of my hate grows from.\" In his last journal entry, Harris refers to himself as \"the weird looking Eric KID.\"\u003c/p>\n\u003cp>\"Anyone contemplating getting a gun and killing people needs to be seen as a person in crisis,\" says Langman. \"And that's why it's so important to reach out and connect with that individual.\"\u003c/p>\n\u003cp>Time and time again, psychologists and educators have found that surrounding a young person with the right kind of support and supervision early on can turn most away from violence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Connecting with these students, listening to them and supporting them, getting them the help they need, these researchers say, can help prevent future attacks and make schools a safer place for all children.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Shooters%3A+What%27s+Their+Path+To+Violence%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Teachers and Sports Coaches Can Learn From Each Other",
"title": "What Teachers and Sports Coaches Can Learn From Each Other",
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"content": "\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n",
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"excerpt": "Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "With Unfilled Jobs, Businesses Push Rural Residents Toward College",
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"content": "\u003cp>When the Chemours chemical plant in New Johnsonville, Tenn., needed workers to maintain its high-tech machinery, it advertised for them as far as 90 miles away in Nashville in one direction and 150 miles away in Memphis on the other.\u003c/p>\n\u003cp>It still couldn't fill the jobs.\u003c/p>\n\u003cp>\"You just can't find anybody because people don't want to come that far,\" said Gregory Martz, manager of the facility, which makes a quarter of the nation's supply of titanium dioxide \u003ca href=\"https://www.chemours.com/Titanium_Technologies/en_US/uses_apps/index.html\">used in everything from paints to plastics and paper\u003c/a>.\u003c/p>\n\u003cp>The problem isn't just that the plant is in a rural town with a population of less than 2,000. It's that \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5bb3bcae7817f72fc3f28c13/1538505902770/Community_OnePagers_HumphreysPerry.pdf\">fewer than one in five\u003c/a> adults in the entire surrounding Humphreys County have at least an associate degree, according to census data analyzed by the nonprofit advocacy organization Complete Tennessee.\u003c/p>\n\u003cp>Educators and policymakers started raising alarms about low levels of college-going among people in places like this after frustration from rural Americans spilled over into national politics in 2016.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, growing demand for college-trained workers has brought a powerful new voice to the chorus: businesses desperate to fill increasingly complex jobs at a time of almost nonexistent unemployment. With worker shortages hitting industries nationwide, their companies — and many states' economies — depend on it.\u003c/p>\n\u003cp>\"No employer wants to locate where it has to bring in outside labor or train its staff from the ground up,\" \u003ca href=\"https://www.johnsoncitypress.com/Editorial/2018/08/03/Attack-Tennessee-s-job-problem-with-cooperation.html\">editorialized one newspaper\u003c/a> in Tennessee's rural Washington County. That area was short-listed for a new factory planned by a South Korean auto parts manufacturer that would have provided 1,000 jobs, but the company pulled out because of the low proportion of skilled workers available.\u003c/p>\n\u003cp>As this gap becomes more critical, Tennessee is trying to prod working adults to go back to school. Starting this fall, it extended its groundbreaking promise of \u003ca href=\"http://tnpromise.gov/\">tuition-free community college\u003c/a> to all residents.\u003c/p>\n\u003cp>Business leaders have joined with elected officials and educators on \"completion councils\" in a dozen rural counties where the proportion of adults with postsecondary credentials \u003ca href=\"http://cber.haslam.utk.edu/tned/post2ndbenefitsII.pdf\">hovers in the 20 to 25 percent range\u003c/a>.\u003c/p>\n\u003cp>\"We said, 'Okay, well, we've got to build our own'\" employee base, said Martz, who manages the Chemours plant in New Johnsonville and was also the former chairman of the Tennessee Chamber of Commerce.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52963\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness_diptic_slide-bf34d753c2a84005ab598a6598206a8da225bec1-e1548869162831.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>In Humphreys County, Chemours and nine other area manufacturers have struck a partnership with the local campus of Nashville State Community College to train and certify factory workers, creating a new employee pipeline from scratch. Graduates, who receive an associate degree in industrial process or mechanical maintenance technology, can expect to earn around $60,000 annually within a few years, the college and its partners say.\u003c/p>\n\u003cp>This kind of business-led approach is driving a statewide effort to increase the proportion of Tennesseans with degrees, from its current level of about 40 percent — \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5b1e826c6d2a73d2cc316a18/1528726127872/College+Completion+Community_Information.pdf\">sixth lowest among the 50 states\u003c/a> — to 55 percent by 2025.\u003c/p>\n\u003cp>And it isn't happening only in Tennessee. In other parts of the country, where fewer rural high school graduates and older workers go to college, there is concern that people don't have the right skills. Illinois, Oklahoma, North Carolina and Florida are among the states looking for solutions.\u003c/p>\n\u003cp>In Colorado, one of the state's top higher education priorities is to boost the proportion of adults with degrees \u003ca href=\"https://masterplan.highered.colorado.gov/the-colorado-goal-66-percent-statewide-attainment/\">from 55 to 66 percent by 2025\u003c/a>. The challenge is in changing the attitudes of people in areas where there's not a tradition of going to college, said Dan Baer, executive director of the Colorado Department of Higher Education.\u003c/p>\n\u003cp>About three-quarters of Colorado jobs will require some education beyond high school by 2020, Baer said.\u003c/p>\n\u003cp>\"Never before have we had a conclusion that the majority of the population should have a postsecondary credential,\" he said. \"Postsecondary has always been for a minority of the workforce. This is a true inflection point.\"\u003c/p>\n\u003cp>That's easier said than solved. With jobs of all kinds in good supply, many people don't see a reason to spend time and money getting a degree or certificate — despite the likely eventual financial payoff. Enrollment in Tennessee \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5a2f284a24a694abf96ca2f8/1513040124477/Beneath+the+Surface_State+of+Higher+Education+in+Tennessee_2017.pdf\">has actually declined\u003c/a> among adults aged 25 to 64 since 2011.\u003c/p>\n\u003cp>In rural places in particular, educators say, higher education still conjures visions of a four-year campus that pumps out humanities degrees rather than a community or technical college from which graduates can go straight into high-paying positions.\u003c/p>\n\u003cp>But where generations of rural Americans could once get good jobs with just a high school diploma, employees in many types of industries now need further education.\u003c/p>\n\u003cp>\"In a lot of rural communities, we still have a lot of work to do to get people to understand,\" said Bill Seymour, president of Cleveland State Community College, which serves rural Tennessee's Bradley and neighboring Meigs counties; only 23 percent of residents in the two-county region have any kind of postsecondary credentials, compared to the national average of 47 percent.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52964\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness1-c6c1bc35e40a971a23d3b863056408546fc6064f-e1548869210480.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Bradley County's rolling landscape is dotted with examples of the new economy. Major employers include a sprawling Amazon warehouse and a Wacker polysilicon plant, both just a short drive from Walker Valley High School, where students are learning how to contribute to the high-tech manufacturing world.\u003c/p>\n\u003cp>In the school's mechatronics lab – the term has become a buzzword across manufacturing-heavy Tennessee — students tinker with miniature machinery that flows into an assembly line. After a few supplementary classes at a local technical college, local companies will be clamoring to hire them, said teacher Alan Bivens.\u003c/p>\n\u003cp>\"We have students come out [of high school] able to program these things,\" Bivens said. \"That's a really good thing to have on your resume. There's a lot of opportunity in this community, but not a big workforce to draw from.\"\u003c/p>\n\u003cp>Students at this high school are encouraged to at least complete two free years at Cleveland State or a technical college. Those who successfully finish Walker's mechatronics program can start college with 12 college credits earned in high school.\u003c/p>\n\u003cp>Michaela Boggess, 17, hopes to take her mechatronics skills to the University of Tennessee, about 75 miles away, where she wants to study industrial engineering. Her parents didn't complete college, but they've pushed her to do it.\u003c/p>\n\u003cp>\"I'll probably go for four years, maybe longer,\" Michaela said of her college plans. After college, she hopes to go into product design or architecture. \"Ever since I was little, I've liked to build stuff.\"\u003c/p>\n\u003cp>Fellow Walker Valley student Jordan Munck, 18, isn't sure yet about his future. He's been working as an electrician during breaks, he said, but he'll probably end up taking over his family's real estate business eventually. A baseball scholarship may change his plans, he said, but for now he'll probably go to Cleveland State for a couple of years.\u003c/p>\n\u003cp>\"My parents definitely want me to go for those two free years,\" he said. \"It's not smart\u003cem> not\u003c/em> to do that.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"/Users/bruderle/Desktop/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Unfilled+Jobs%2C+Businesses+Push+Rural+Residents+Toward+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the Chemours chemical plant in New Johnsonville, Tenn., needed workers to maintain its high-tech machinery, it advertised for them as far as 90 miles away in Nashville in one direction and 150 miles away in Memphis on the other.\u003c/p>\n\u003cp>It still couldn't fill the jobs.\u003c/p>\n\u003cp>\"You just can't find anybody because people don't want to come that far,\" said Gregory Martz, manager of the facility, which makes a quarter of the nation's supply of titanium dioxide \u003ca href=\"https://www.chemours.com/Titanium_Technologies/en_US/uses_apps/index.html\">used in everything from paints to plastics and paper\u003c/a>.\u003c/p>\n\u003cp>The problem isn't just that the plant is in a rural town with a population of less than 2,000. It's that \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5bb3bcae7817f72fc3f28c13/1538505902770/Community_OnePagers_HumphreysPerry.pdf\">fewer than one in five\u003c/a> adults in the entire surrounding Humphreys County have at least an associate degree, according to census data analyzed by the nonprofit advocacy organization Complete Tennessee.\u003c/p>\n\u003cp>Educators and policymakers started raising alarms about low levels of college-going among people in places like this after frustration from rural Americans spilled over into national politics in 2016.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, growing demand for college-trained workers has brought a powerful new voice to the chorus: businesses desperate to fill increasingly complex jobs at a time of almost nonexistent unemployment. With worker shortages hitting industries nationwide, their companies — and many states' economies — depend on it.\u003c/p>\n\u003cp>\"No employer wants to locate where it has to bring in outside labor or train its staff from the ground up,\" \u003ca href=\"https://www.johnsoncitypress.com/Editorial/2018/08/03/Attack-Tennessee-s-job-problem-with-cooperation.html\">editorialized one newspaper\u003c/a> in Tennessee's rural Washington County. That area was short-listed for a new factory planned by a South Korean auto parts manufacturer that would have provided 1,000 jobs, but the company pulled out because of the low proportion of skilled workers available.\u003c/p>\n\u003cp>As this gap becomes more critical, Tennessee is trying to prod working adults to go back to school. Starting this fall, it extended its groundbreaking promise of \u003ca href=\"http://tnpromise.gov/\">tuition-free community college\u003c/a> to all residents.\u003c/p>\n\u003cp>Business leaders have joined with elected officials and educators on \"completion councils\" in a dozen rural counties where the proportion of adults with postsecondary credentials \u003ca href=\"http://cber.haslam.utk.edu/tned/post2ndbenefitsII.pdf\">hovers in the 20 to 25 percent range\u003c/a>.\u003c/p>\n\u003cp>\"We said, 'Okay, well, we've got to build our own'\" employee base, said Martz, who manages the Chemours plant in New Johnsonville and was also the former chairman of the Tennessee Chamber of Commerce.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52963\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness_diptic_slide-bf34d753c2a84005ab598a6598206a8da225bec1-e1548869162831.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>In Humphreys County, Chemours and nine other area manufacturers have struck a partnership with the local campus of Nashville State Community College to train and certify factory workers, creating a new employee pipeline from scratch. Graduates, who receive an associate degree in industrial process or mechanical maintenance technology, can expect to earn around $60,000 annually within a few years, the college and its partners say.\u003c/p>\n\u003cp>This kind of business-led approach is driving a statewide effort to increase the proportion of Tennesseans with degrees, from its current level of about 40 percent — \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5b1e826c6d2a73d2cc316a18/1528726127872/College+Completion+Community_Information.pdf\">sixth lowest among the 50 states\u003c/a> — to 55 percent by 2025.\u003c/p>\n\u003cp>And it isn't happening only in Tennessee. In other parts of the country, where fewer rural high school graduates and older workers go to college, there is concern that people don't have the right skills. Illinois, Oklahoma, North Carolina and Florida are among the states looking for solutions.\u003c/p>\n\u003cp>In Colorado, one of the state's top higher education priorities is to boost the proportion of adults with degrees \u003ca href=\"https://masterplan.highered.colorado.gov/the-colorado-goal-66-percent-statewide-attainment/\">from 55 to 66 percent by 2025\u003c/a>. The challenge is in changing the attitudes of people in areas where there's not a tradition of going to college, said Dan Baer, executive director of the Colorado Department of Higher Education.\u003c/p>\n\u003cp>About three-quarters of Colorado jobs will require some education beyond high school by 2020, Baer said.\u003c/p>\n\u003cp>\"Never before have we had a conclusion that the majority of the population should have a postsecondary credential,\" he said. \"Postsecondary has always been for a minority of the workforce. This is a true inflection point.\"\u003c/p>\n\u003cp>That's easier said than solved. With jobs of all kinds in good supply, many people don't see a reason to spend time and money getting a degree or certificate — despite the likely eventual financial payoff. Enrollment in Tennessee \u003ca href=\"https://static1.squarespace.com/static/56cf531db6aa6036fa14e1f8/t/5a2f284a24a694abf96ca2f8/1513040124477/Beneath+the+Surface_State+of+Higher+Education+in+Tennessee_2017.pdf\">has actually declined\u003c/a> among adults aged 25 to 64 since 2011.\u003c/p>\n\u003cp>In rural places in particular, educators say, higher education still conjures visions of a four-year campus that pumps out humanities degrees rather than a community or technical college from which graduates can go straight into high-paying positions.\u003c/p>\n\u003cp>But where generations of rural Americans could once get good jobs with just a high school diploma, employees in many types of industries now need further education.\u003c/p>\n\u003cp>\"In a lot of rural communities, we still have a lot of work to do to get people to understand,\" said Bill Seymour, president of Cleveland State Community College, which serves rural Tennessee's Bradley and neighboring Meigs counties; only 23 percent of residents in the two-county region have any kind of postsecondary credentials, compared to the national average of 47 percent.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-52964\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/krupnickruralbusiness1-c6c1bc35e40a971a23d3b863056408546fc6064f-e1548869210480.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Bradley County's rolling landscape is dotted with examples of the new economy. Major employers include a sprawling Amazon warehouse and a Wacker polysilicon plant, both just a short drive from Walker Valley High School, where students are learning how to contribute to the high-tech manufacturing world.\u003c/p>\n\u003cp>In the school's mechatronics lab – the term has become a buzzword across manufacturing-heavy Tennessee — students tinker with miniature machinery that flows into an assembly line. After a few supplementary classes at a local technical college, local companies will be clamoring to hire them, said teacher Alan Bivens.\u003c/p>\n\u003cp>\"We have students come out [of high school] able to program these things,\" Bivens said. \"That's a really good thing to have on your resume. There's a lot of opportunity in this community, but not a big workforce to draw from.\"\u003c/p>\n\u003cp>Students at this high school are encouraged to at least complete two free years at Cleveland State or a technical college. Those who successfully finish Walker's mechatronics program can start college with 12 college credits earned in high school.\u003c/p>\n\u003cp>Michaela Boggess, 17, hopes to take her mechatronics skills to the University of Tennessee, about 75 miles away, where she wants to study industrial engineering. Her parents didn't complete college, but they've pushed her to do it.\u003c/p>\n\u003cp>\"I'll probably go for four years, maybe longer,\" Michaela said of her college plans. After college, she hopes to go into product design or architecture. \"Ever since I was little, I've liked to build stuff.\"\u003c/p>\n\u003cp>Fellow Walker Valley student Jordan Munck, 18, isn't sure yet about his future. He's been working as an electrician during breaks, he said, but he'll probably end up taking over his family's real estate business eventually. A baseball scholarship may change his plans, he said, but for now he'll probably go to Cleveland State for a couple of years.\u003c/p>\n\u003cp>\"My parents definitely want me to go for those two free years,\" he said. \"It's not smart\u003cem> not\u003c/em> to do that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about rural college-going was produced by \u003c/em>\u003ca href=\"/Users/bruderle/Desktop/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 The Hechinger Report. To see more, visit \u003ca>The Hechinger Report\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Unfilled+Jobs%2C+Businesses+Push+Rural+Residents+Toward+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Aly Carter graduated from high school 13 years ago, and what she remembers most distinctly about those years were her experiences on the playing fields. She ran cross-country and track, played soccer and threw herself into lacrosse, helping her school team make it to the state final in 2005. She barely remembers her high school teachers, as her classes and teachers rotated, preventing her from passing much time with any particular one. But she spent four years with several coaches and remains connected to some of them.\u003c/p>\n\u003cp>“I always became close with my coaches,” she said. “I learned my greatest life lessons in team and individual sports.\"\u003c/p>\n\u003cp>Nearly 8 million teenagers played for their high school teams during the 2017-18 academic year, many of them occupying hours after school under the guidance of various head and assistant coaches. For many of these kids, their coaches reached them in ways their teachers couldn’t, and what they learned on the soccer field or basketball court has stuck in a way that a lecture on the French Revolution did not.\u003c/p>\n\u003cp>Much of this disparity has to do with the adolescent brain. “These young athletes are pulled into powerful situations where they’re directly engaging physically with other people,” said \u003ca href=\"https://rossier.usc.edu/the-science-of-social-learning-the-research-of-mary-helen-immordino-yang/\">Mary Helen Immordino-Yang\u003c/a>, professor of education, psychology and neuroscience at the University of Southern California. Unlike in the high school classroom, where learning is often abstract, students playing sports are carrying out physical activity in physical space, often in the company of others. The learning is direct and clear. And the interactions with teammates often elicit powerful emotional responses at a time when the adolescent brain is highly susceptible to social cues and hierarchies.\u003c/p>\n\u003cp>“Where there are powerful emotions, there are tools for learning,” Immordino-Yang said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Of course, not all coaches are effective, and some kids will take home destructive lessons and sour memories from their sports experiences. Even worse, the intimacy of the coach-athlete relationship can morph into abuse. But sports remain the most popular extracurricular activity for children ages 6-17, ahead of religious education, music, dance and art. For better or worse, coaches affect child development.\u003c/p>\n\u003cp>The shorter path to learning and emotional jolt that sports provide give coaches an opportunity to reach their student athletes in several ways:\u003c/p>\n\u003cp>\u003cstrong>Forging personal relationships\u003c/strong>. “My coaches took the time to know me personally,” Carter said about her high school coaches, a sentiment shared by many former athletes. An in-depth study on the developmental benefits and drawbacks of sports conducted by researchers at Queens and York universities \u003ca href=\"https://www.researchgate.net/publication/252010940_Understanding_Adolescents'_Positive_and_Negative_Developmental_Experiences_in_Sport\">confirmed\u003c/a> these perceptions. The majority of swimmers who participated in the study reported that their coaches had made “special connections with athletes.”\u003c/p>\n\u003cp>And the relationships often go both ways: Students know their coaches more personally, too, and see them as fully fledged adults rather than educators at a podium. Will Sangree, now 28, remembers the time commitment his high school lacrosse, cross-country and hockey coaches devoted to their teams. Practice and game time, team dinners, bus rides — “they invested so much time in us, I definitely knew them better than my teachers,” he said.\u003c/p>\n\u003cp>Sangree remembers observing his coaches with their children, and noting that how they interacted with their own families had a powerful impact. It felt natural seeing a coach in different settings and taking on various roles, whereas running into a teacher out of school “was a weird, out-of-body experience,” he said.\u003c/p>\n\u003cp>\u003cstrong>Working together toward a shared goal\u003c/strong>. \u003ca href=\"http://www.wcsu.edu/psychology/faclist/\">Shane Murphy\u003c/a>, a professor at Western Connecticut State University and former president of Exercise and Sports Psychology at the American Psychological Association, often starts his sports psychology course by asking students if the class is a team. The students always say no. “That’s because we don’t have shared goals,” Murphy explained. Everyone is graded individually, and classmates’ performances have no bearing on the other students. On sports teams, players are often interdependent, and effective coaches underscore the need for unity and work toward a common goal. “Coaches are involved in helping individuals feel a part of something bigger than themselves,” Murphy added.\u003c/p>\n\u003cp>Even teams made up of individual competitions, like track or tennis, can be unified by coaches who emphasize everyone’s contribution to the team’s performance, and who build a sense of camaraderie. Teenagers might feel a sense of purpose in sports that’s lacking in the classroom. Maggie Lynch, now a junior in college, recalled how her high school field hockey and lacrosse coaches compelled her to work toward a common goal. “I felt as though my coaches actually trusted me in important and consequential situations,” she said, “whereas my teachers encouraged me to do well solely for my own benefit, not for the benefit of the group.”\u003c/p>\n\u003cp>\u003cstrong>Tailoring motivation to the individual\u003c/strong>. To be sure, dedicated and experienced teachers work to teach children in a way that they will best understand. But teachers working with dozens of kids in multiple classes aren’t afforded the time to know what sparks every student. Good coaches, on the other hand, who often spend countless hours with their players, will motivate each one depending on her personality and nature — knowing that a quiet word of encouragement to one child won’t work with another, who might respond better to blunt feedback. Because coaches often have a deeper understanding of the kids on their team, they are better able to tailor their motivation to the child in front of them.\u003c/p>\n\u003cp>\u003cstrong>Providing adult friendship. \u003c/strong>Research on child development \u003ca href=\"https://www.childtrends.org/wp-content/uploads/2013/12/2013-54CaringAdults.pdf\">shows\u003c/a> that teenagers who have healthy relationships with adults other than their parents are less apt to bully or experience depression and are more inclined to engage in school and their community. For some students, coaches play this role. Aly Carter remembers her high school coaches interacting with her more casually than her teachers. “My coaches came down more to my level, while my teachers were more like authorities,” she said. That informality removed barriers to a relationship and allowed her to build lasting bonds with caring adults. Lynch had a similar memory about her high school sports experiences: “I got to form real friendships with adults and was given responsibility from people other than my parents,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Teaching “life lessons” that transcend the sports arena\u003c/strong>. In the classroom, these traits would be characterized as \u003ca href=\"https://casel.org/what-is-sel/\">social emotional learning\u003c/a>: growth in self-discipline, social and self-awareness, relationship skills, decision-making. In this, coaches received the most universal praise. Sangree learned “about hard work and all that,” he said, but he also came to appreciate that his behavior had an impact beyond himself. “Getting drunk outside in the park on the weekend affects not just you, but your teammates and family,” he said his coaches taught him. Lynch put it more bluntly: “My high school sports experiences shaped me into a functioning human,” she said. “The lessons I learned through sports” — about teamwork, communication, and trust in others — “are so much more applicable to real-life situations than those I learned in the classroom.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Aly Carter graduated from high school 13 years ago, and what she remembers most distinctly about those years were her experiences on the playing fields. She ran cross-country and track, played soccer and threw herself into lacrosse, helping her school team make it to the state final in 2005. She barely remembers her high school teachers, as her classes and teachers rotated, preventing her from passing much time with any particular one. But she spent four years with several coaches and remains connected to some of them.\u003c/p>\n\u003cp>“I always became close with my coaches,” she said. “I learned my greatest life lessons in team and individual sports.\"\u003c/p>\n\u003cp>Nearly 8 million teenagers played for their high school teams during the 2017-18 academic year, many of them occupying hours after school under the guidance of various head and assistant coaches. For many of these kids, their coaches reached them in ways their teachers couldn’t, and what they learned on the soccer field or basketball court has stuck in a way that a lecture on the French Revolution did not.\u003c/p>\n\u003cp>Much of this disparity has to do with the adolescent brain. “These young athletes are pulled into powerful situations where they’re directly engaging physically with other people,” said \u003ca href=\"https://rossier.usc.edu/the-science-of-social-learning-the-research-of-mary-helen-immordino-yang/\">Mary Helen Immordino-Yang\u003c/a>, professor of education, psychology and neuroscience at the University of Southern California. Unlike in the high school classroom, where learning is often abstract, students playing sports are carrying out physical activity in physical space, often in the company of others. The learning is direct and clear. And the interactions with teammates often elicit powerful emotional responses at a time when the adolescent brain is highly susceptible to social cues and hierarchies.\u003c/p>\n\u003cp>“Where there are powerful emotions, there are tools for learning,” Immordino-Yang said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of course, not all coaches are effective, and some kids will take home destructive lessons and sour memories from their sports experiences. Even worse, the intimacy of the coach-athlete relationship can morph into abuse. But sports remain the most popular extracurricular activity for children ages 6-17, ahead of religious education, music, dance and art. For better or worse, coaches affect child development.\u003c/p>\n\u003cp>The shorter path to learning and emotional jolt that sports provide give coaches an opportunity to reach their student athletes in several ways:\u003c/p>\n\u003cp>\u003cstrong>Forging personal relationships\u003c/strong>. “My coaches took the time to know me personally,” Carter said about her high school coaches, a sentiment shared by many former athletes. An in-depth study on the developmental benefits and drawbacks of sports conducted by researchers at Queens and York universities \u003ca href=\"https://www.researchgate.net/publication/252010940_Understanding_Adolescents'_Positive_and_Negative_Developmental_Experiences_in_Sport\">confirmed\u003c/a> these perceptions. The majority of swimmers who participated in the study reported that their coaches had made “special connections with athletes.”\u003c/p>\n\u003cp>And the relationships often go both ways: Students know their coaches more personally, too, and see them as fully fledged adults rather than educators at a podium. Will Sangree, now 28, remembers the time commitment his high school lacrosse, cross-country and hockey coaches devoted to their teams. Practice and game time, team dinners, bus rides — “they invested so much time in us, I definitely knew them better than my teachers,” he said.\u003c/p>\n\u003cp>Sangree remembers observing his coaches with their children, and noting that how they interacted with their own families had a powerful impact. It felt natural seeing a coach in different settings and taking on various roles, whereas running into a teacher out of school “was a weird, out-of-body experience,” he said.\u003c/p>\n\u003cp>\u003cstrong>Working together toward a shared goal\u003c/strong>. \u003ca href=\"http://www.wcsu.edu/psychology/faclist/\">Shane Murphy\u003c/a>, a professor at Western Connecticut State University and former president of Exercise and Sports Psychology at the American Psychological Association, often starts his sports psychology course by asking students if the class is a team. The students always say no. “That’s because we don’t have shared goals,” Murphy explained. Everyone is graded individually, and classmates’ performances have no bearing on the other students. On sports teams, players are often interdependent, and effective coaches underscore the need for unity and work toward a common goal. “Coaches are involved in helping individuals feel a part of something bigger than themselves,” Murphy added.\u003c/p>\n\u003cp>Even teams made up of individual competitions, like track or tennis, can be unified by coaches who emphasize everyone’s contribution to the team’s performance, and who build a sense of camaraderie. Teenagers might feel a sense of purpose in sports that’s lacking in the classroom. Maggie Lynch, now a junior in college, recalled how her high school field hockey and lacrosse coaches compelled her to work toward a common goal. “I felt as though my coaches actually trusted me in important and consequential situations,” she said, “whereas my teachers encouraged me to do well solely for my own benefit, not for the benefit of the group.”\u003c/p>\n\u003cp>\u003cstrong>Tailoring motivation to the individual\u003c/strong>. To be sure, dedicated and experienced teachers work to teach children in a way that they will best understand. But teachers working with dozens of kids in multiple classes aren’t afforded the time to know what sparks every student. Good coaches, on the other hand, who often spend countless hours with their players, will motivate each one depending on her personality and nature — knowing that a quiet word of encouragement to one child won’t work with another, who might respond better to blunt feedback. Because coaches often have a deeper understanding of the kids on their team, they are better able to tailor their motivation to the child in front of them.\u003c/p>\n\u003cp>\u003cstrong>Providing adult friendship. \u003c/strong>Research on child development \u003ca href=\"https://www.childtrends.org/wp-content/uploads/2013/12/2013-54CaringAdults.pdf\">shows\u003c/a> that teenagers who have healthy relationships with adults other than their parents are less apt to bully or experience depression and are more inclined to engage in school and their community. For some students, coaches play this role. Aly Carter remembers her high school coaches interacting with her more casually than her teachers. “My coaches came down more to my level, while my teachers were more like authorities,” she said. That informality removed barriers to a relationship and allowed her to build lasting bonds with caring adults. Lynch had a similar memory about her high school sports experiences: “I got to form real friendships with adults and was given responsibility from people other than my parents,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Teaching “life lessons” that transcend the sports arena\u003c/strong>. In the classroom, these traits would be characterized as \u003ca href=\"https://casel.org/what-is-sel/\">social emotional learning\u003c/a>: growth in self-discipline, social and self-awareness, relationship skills, decision-making. In this, coaches received the most universal praise. Sangree learned “about hard work and all that,” he said, but he also came to appreciate that his behavior had an impact beyond himself. “Getting drunk outside in the park on the weekend affects not just you, but your teammates and family,” he said his coaches taught him. Lynch put it more bluntly: “My high school sports experiences shaped me into a functioning human,” she said. “The lessons I learned through sports” — about teamwork, communication, and trust in others — “are so much more applicable to real-life situations than those I learned in the classroom.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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