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"content": "\u003cp>Despite widespread concerns, two new international studies show no consistent relationship between in-person K-12 schooling and the spread of the coronavirus. And a third study from the United States shows no elevated risk to childcare workers who stayed on the job.\u003c/p>\n\u003cp>Combined with anecdotal reports from \u003ca href=\"https://www.stltoday.com/news/local/education/early-success-in-containing-virus-prompts-more-st-louis-area-schools-to-bring-students-back/article_f51a746a-4da2-5383-bb87-0fe995dfdf27.html\">a number\u003c/a> of \u003ca href=\"https://www.usatoday.com/story/news/investigations/2020/09/28/florida-schools-reopened-en-mass-feared-covid-surge-hasnt-followed/3557417001/\">U.S. states\u003c/a> where schools are open, as well as a \u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">crowdsourced dashboard\u003c/a> of around 2,000 U.S. schools, some medical experts are saying it's time to shift the discussion from the risks of opening K-12 schools to the risks of keeping them closed.\u003c/p>\n\u003cp>\"As a pediatrician, I am really seeing the \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2766115\">negative impacts\u003c/a> of these school closures on children,\" Dr. Danielle Dooley, a medical director at Children's National Hospital in Washington, D.C., told NPR. She ticked off mental health problems, \u003ca href=\"https://www.npr.org/2020/09/08/908442609/children-are-going-hungry-why-schools-are-struggling-to-feed-students\">hunger\u003c/a>, obesity due to inactivity, missing routine medical care and the risk of child abuse — on top of the loss of education. \"Going to school is really vital for children. They get their meals in school, their physical activity, their health care, their education, of course.\"\u003c/p>\n\u003cp>While agreeing that emerging data is encouraging, other experts said the United States as a whole has made little progress toward practices that would allow schools to make reopening safer — from rapid and regular testing, to contact tracing to identify the source of outbreaks, to reporting school-associated cases publicly, regularly and consistently.\u003c/p>\n\u003cp>\"We are driving with the headlights off, and we've got kids in the car,\" said Melinda Buntin, chair of the Department of Health Policy at Vanderbilt School of Medicine, who \u003ca href=\"https://jamanetwork.com/channels/health-forum/fullarticle/2769782\">has argued\u003c/a> for reopening schools with precautions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Emerging evidence\u003c/strong>\u003c/p>\n\u003cp>Enric Álvarez at the Universitat Politècnica de Catalunya looked at different regions within Spain for his \u003ca href=\"https://biocomsc.upc.edu/en/shared/20201002_report_136.pdf\">recent co-authored working paper\u003c/a>. Spain's \u003ca href=\"https://www.nytimes.com/2020/08/31/world/europe/coronavirus-covid-spain-second-wave.html\">second wave\u003c/a> of coronavirus cases started before the school year began in September. Still, cases in one region dropped three weeks after schools reopened, while others continued rising at the same rate as before, and one stayed flat.\u003c/p>\n\u003cp>Nowhere, the research found, was there a spike that coincided with reopening: \"What we found is that the school [being opened] makes absolutely no difference,\" Álvarez told NPR.\u003c/p>\n\u003cp>Spain does extensive contact tracing, so Álvarez was also able to analyze how much schools are contributing to the spread of the coronavirus. Álvarez said his research suggests the answer is: not much. He found that, for all the students and staff who tested positive, 87% of them did not infect anyone else at the school. They were single cases.\u003c/p>\n\u003cp>\"We are not sure that the environments of the schools may not have a small and systematic effect,\" said Álvarez, \"But it's pretty clear that they don't have very major epidemic-changing effects, at least in Spain, with the measures that are being taken in Spain.\"\u003c/p>\n\u003cp>These safety measures include \u003ca href=\"https://www.reuters.com/article/us-health-coronavirus-spain-schools/spain-to-make-children-over-six-wear-masks-at-school-idUSKBN25N27U\">mask-wearing for all children older than 6,\u003c/a> ventilation, keeping students in small groups or \"bubbles,\" and social distancing of 1.5 meters — slightly less than the recommended 6 feet in the United States. When a case is detected, the entire \"bubble\" is sent home for quarantine.\u003c/p>\n\u003cp>Insights for Education is a foundation that advises education ministries around the globe. For their\u003ca href=\"https://education.org/facts-and-insights#f09a6e46-8c5f-4d01-8297-d2a3f6c8f873\"> report\u003c/a>, which was not peer reviewed, they analyzed school reopening dates and coronavirus trends from February through the end of September across 191 countries.\u003c/p>\n\u003cp>\"There is no consistent pattern,\" said Dr. Randa Grob-Zakhary, who heads the organization. \"It's not that closing schools leads to a decrease in cases, or that opening schools leads to a surge in cases.\"\u003c/p>\n\u003cp>Some countries, such as Thailand and South Africa, fully opened when cases were low, with no apparent impact on transmission. Others, such as Vietnam and Gambia, had cases rising during summer break, yet those rates actually dropped after schools reopened. Japan, too, saw cases rise, and then fall again, all while schools were fully reopened. But the United Kingdom saw a strong upward trend that started around the time of reopening schools.\u003c/p>\n\u003cp>\"We're not saying at all that schools have nothing to do with cases,\" Grob-Zakhary said. What the data suggests instead is that opening schools does not inevitably lead to increased case numbers.\u003c/p>\n\u003cp>\u003cstrong>What about the U.S.? \u003c/strong>\u003c/p>\n\u003cp>On Oct. 14, the Infectious Diseases Society of America gave a briefing on safe school reopenings. Bottom line? \"The data so far are not indicating that schools are a superspreader site,\" said Dr. Preeti Malani, an infectious disease specialist at the University of Michigan's medical school.\u003c/p>\n\u003cp>One place in the U.S. where systematic data gathering is happening — Utah — seems to echo the conclusions drawn by the new international studies. Utah's \u003ca href=\"https://coronavirus.utah.gov/case-counts/\">state COVID database\u003c/a> clearly reports school-associated cases by district. And while coronavirus spread is relatively high in the state, State Superintendent of Public Instruction Sydnee Dickson believes that schools are not, for the most part, driving spread.\u003c/p>\n\u003cp>\"Where you see cases on the rise in a neighborhood, in a county, we see that tend to be reflected in a school,\" Dickson said. \"[But] we're not seeing spread by virtue of being in school together.\"\u003c/p>\n\u003cp>Tom Hudachko of the state's health department said that after both colleges and schools reopened in early September, there was a rise in cases among the 15-24 age group. But with targeted public health messaging those cases have started to come down.\u003c/p>\n\u003cp>For the most part, Hudachko said, K-12 school clusters have been concentrated at high schools. \"We have had some outbreaks in middle schools. They've been far less frequent. And elementary school numbers seem to be one-offs here and there.\"\u003c/p>\n\u003cp>And these clusters — including \u003ca href=\"https://www.nytimes.com/2020/10/18/us/coronavirus-schools-reopening-outbreak.html\">one large reported outbreak\u003c/a> with at least 90 cases — have largely been traced to informal social gatherings in homes, not to classrooms. (Álvarez, in Spain, also said that clusters among young people there have been traced to social gatherings, including rooftop and beach parties).\u003c/p>\n\u003cp>Few states are reporting school-related data as clearly as Utah. And that's a shame, said Buntin at Vanderbilt. \"One might argue that we're running really a massive national experiment right now in schools,\" Buntin said, \"and we're not collecting uniform data.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/09/23/915738935/new-dashboard-tracks-coronavirus-cases-in-schools-across-47-states\">largest centralized effort\u003c/a> at such data collection in the United States — the unofficial, crowdsourced \u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">COVID-19 School Response Dashboard\u003c/a> — has gotten a lot of publicity. But it is self-reported, not a representative sample of schools.\u003c/p>\n\u003cp>Buntin and other experts said it's likely that the dashboard is biased toward schools that are doing an exemplary job of following safety precautions and are organized enough to share their results. Also, the dashboard doesn't yet offer the ability to compare coronavirus cases reported at schools with local case rates.\u003c/p>\n\u003cp>In the absence of data, there are scary and tragic anecdotes of \u003ca href=\"https://www.ky3.com/2020/10/02/arkansas-elementary-school-teacher-dies-from-covid-19/\">teachers\u003c/a> \u003ca href=\"https://www.beaumontenterprise.com/news/article/Evadale-Elementary-teacher-dies-of-coronavirus-15612718.php\">around\u003c/a> the \u003ca href=\"https://www.lansingstatejournal.com/story/news/local/2020/10/01/we-need-take-seriously-health-official-says-after-teacher-dies-covid-19/5887514002/\">country\u003c/a> \u003ca href=\"https://www.thesnaponline.com/2020/10/04/norwood-teacher-dies-after-contracting-covid-19/\">dying\u003c/a> of COVID-19. But it's hard to extrapolate from these incidents. It's not immediately clear whether the educators contracted the virus at school, whether they are part of school-based clusters, or what safety precautions were or were not followed by the schools in question.\u003c/p>\n\u003cp>A \u003ca href=\"https://news.yale.edu/2020/10/16/child-care-not-associated-spread-covid-19-yale-study-finds\">recent study\u003c/a> from Yale University could potentially shed some light on these questions. It tracked 57,000 childcare workers, located in all 50 states, Washington, D.C., and Puerto Rico, for the first three months of the pandemic in the United States. About half continued caring for very young children, such as the children of essential workers, while the other half stayed home. The study found no difference in the rate of coronavirus infections between the two groups, after accounting for demographic factors.\u003c/p>\n\u003cp>Walter Gilliam, lead author of the study and a professor of psychology at the Yale Child Study Center, cautioned that it's difficult to generalize this report to a K-12 schools setting, because the children were mostly under the age of 6 and kept in very small groups — and, he said, the childcare workers were trained in health and safety and reported following strict protocols around disinfection. However, he said, \"I think it would be great to do this study with school teachers and see what we can find out.\"\u003c/p>\n\u003cp>\u003cstrong>Risk and benefit\u003c/strong>\u003c/p>\n\u003cp>When you add up what we know and even what we still don't know, some doctors and public health advocates said there are powerful arguments for in-person schooling wherever possible, particularly for younger students and those with special needs.\u003c/p>\n\u003cp>\"Children under the age of 10 generally are at quite low risk of acquiring symptomatic disease,\" from the coronavirus, said Dr. Rainu Kaushal of Weill Cornell Medical Center. And they \u003ca href=\"https://jamanetwork.com/channels/health-forum/fullarticle/2767982\">rarely transmit it either\u003c/a>. It's a happy coincidence, Kaushal and others said, that the youngest children face lower risk and are also the ones who have the hardest time with virtual learning.\u003c/p>\n\u003cp>\"I would like to see the students, especially the younger students, get back,\" said Malani at the University of Michigan. \"I feel more encouraged that that can happen in a safe and thoughtful way.\"\u003c/p>\n\u003cp>Chicago Public Schools, one of the largest districts in the country, seemed to take that guidance into consideration when it \u003ca href=\"https://chicago.suntimes.com/education/2020/10/16/21519167/cps-reopening-public-schools-remote-learning-ctu-union\">announced recently\u003c/a> a phased reopening starting with pre-K and special education.\u003c/p>\n\u003cp>Kaushal said it's important to keep in mind that Black, Latinx and Native American communities are much more severely affected by COVID-19. And that many of the \"children that are at the severest risk of disease, are also at the severest risk of not having a school open, whether it be for food security, adult time, security, losing the time to learn or losing the skills that they have acquired over the last year or so.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Any decision made on school reopening, she said, has to focus on equity as well as safety. There are no easy trade-offs here.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+The+Risks+Of+Reopening+Schools+Exaggerated%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "New research has found few links between in-person K-12 schooling and COVID-19 case rates. \"There is no consistent pattern,\" one study author said.",
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"subhead": "Opening schools does not inevitably lead to increased case numbers",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite widespread concerns, two new international studies show no consistent relationship between in-person K-12 schooling and the spread of the coronavirus. And a third study from the United States shows no elevated risk to childcare workers who stayed on the job.\u003c/p>\n\u003cp>Combined with anecdotal reports from \u003ca href=\"https://www.stltoday.com/news/local/education/early-success-in-containing-virus-prompts-more-st-louis-area-schools-to-bring-students-back/article_f51a746a-4da2-5383-bb87-0fe995dfdf27.html\">a number\u003c/a> of \u003ca href=\"https://www.usatoday.com/story/news/investigations/2020/09/28/florida-schools-reopened-en-mass-feared-covid-surge-hasnt-followed/3557417001/\">U.S. states\u003c/a> where schools are open, as well as a \u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">crowdsourced dashboard\u003c/a> of around 2,000 U.S. schools, some medical experts are saying it's time to shift the discussion from the risks of opening K-12 schools to the risks of keeping them closed.\u003c/p>\n\u003cp>\"As a pediatrician, I am really seeing the \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2766115\">negative impacts\u003c/a> of these school closures on children,\" Dr. Danielle Dooley, a medical director at Children's National Hospital in Washington, D.C., told NPR. She ticked off mental health problems, \u003ca href=\"https://www.npr.org/2020/09/08/908442609/children-are-going-hungry-why-schools-are-struggling-to-feed-students\">hunger\u003c/a>, obesity due to inactivity, missing routine medical care and the risk of child abuse — on top of the loss of education. \"Going to school is really vital for children. They get their meals in school, their physical activity, their health care, their education, of course.\"\u003c/p>\n\u003cp>While agreeing that emerging data is encouraging, other experts said the United States as a whole has made little progress toward practices that would allow schools to make reopening safer — from rapid and regular testing, to contact tracing to identify the source of outbreaks, to reporting school-associated cases publicly, regularly and consistently.\u003c/p>\n\u003cp>\"We are driving with the headlights off, and we've got kids in the car,\" said Melinda Buntin, chair of the Department of Health Policy at Vanderbilt School of Medicine, who \u003ca href=\"https://jamanetwork.com/channels/health-forum/fullarticle/2769782\">has argued\u003c/a> for reopening schools with precautions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Emerging evidence\u003c/strong>\u003c/p>\n\u003cp>Enric Álvarez at the Universitat Politècnica de Catalunya looked at different regions within Spain for his \u003ca href=\"https://biocomsc.upc.edu/en/shared/20201002_report_136.pdf\">recent co-authored working paper\u003c/a>. Spain's \u003ca href=\"https://www.nytimes.com/2020/08/31/world/europe/coronavirus-covid-spain-second-wave.html\">second wave\u003c/a> of coronavirus cases started before the school year began in September. Still, cases in one region dropped three weeks after schools reopened, while others continued rising at the same rate as before, and one stayed flat.\u003c/p>\n\u003cp>Nowhere, the research found, was there a spike that coincided with reopening: \"What we found is that the school [being opened] makes absolutely no difference,\" Álvarez told NPR.\u003c/p>\n\u003cp>Spain does extensive contact tracing, so Álvarez was also able to analyze how much schools are contributing to the spread of the coronavirus. Álvarez said his research suggests the answer is: not much. He found that, for all the students and staff who tested positive, 87% of them did not infect anyone else at the school. They were single cases.\u003c/p>\n\u003cp>\"We are not sure that the environments of the schools may not have a small and systematic effect,\" said Álvarez, \"But it's pretty clear that they don't have very major epidemic-changing effects, at least in Spain, with the measures that are being taken in Spain.\"\u003c/p>\n\u003cp>These safety measures include \u003ca href=\"https://www.reuters.com/article/us-health-coronavirus-spain-schools/spain-to-make-children-over-six-wear-masks-at-school-idUSKBN25N27U\">mask-wearing for all children older than 6,\u003c/a> ventilation, keeping students in small groups or \"bubbles,\" and social distancing of 1.5 meters — slightly less than the recommended 6 feet in the United States. When a case is detected, the entire \"bubble\" is sent home for quarantine.\u003c/p>\n\u003cp>Insights for Education is a foundation that advises education ministries around the globe. For their\u003ca href=\"https://education.org/facts-and-insights#f09a6e46-8c5f-4d01-8297-d2a3f6c8f873\"> report\u003c/a>, which was not peer reviewed, they analyzed school reopening dates and coronavirus trends from February through the end of September across 191 countries.\u003c/p>\n\u003cp>\"There is no consistent pattern,\" said Dr. Randa Grob-Zakhary, who heads the organization. \"It's not that closing schools leads to a decrease in cases, or that opening schools leads to a surge in cases.\"\u003c/p>\n\u003cp>Some countries, such as Thailand and South Africa, fully opened when cases were low, with no apparent impact on transmission. Others, such as Vietnam and Gambia, had cases rising during summer break, yet those rates actually dropped after schools reopened. Japan, too, saw cases rise, and then fall again, all while schools were fully reopened. But the United Kingdom saw a strong upward trend that started around the time of reopening schools.\u003c/p>\n\u003cp>\"We're not saying at all that schools have nothing to do with cases,\" Grob-Zakhary said. What the data suggests instead is that opening schools does not inevitably lead to increased case numbers.\u003c/p>\n\u003cp>\u003cstrong>What about the U.S.? \u003c/strong>\u003c/p>\n\u003cp>On Oct. 14, the Infectious Diseases Society of America gave a briefing on safe school reopenings. Bottom line? \"The data so far are not indicating that schools are a superspreader site,\" said Dr. Preeti Malani, an infectious disease specialist at the University of Michigan's medical school.\u003c/p>\n\u003cp>One place in the U.S. where systematic data gathering is happening — Utah — seems to echo the conclusions drawn by the new international studies. Utah's \u003ca href=\"https://coronavirus.utah.gov/case-counts/\">state COVID database\u003c/a> clearly reports school-associated cases by district. And while coronavirus spread is relatively high in the state, State Superintendent of Public Instruction Sydnee Dickson believes that schools are not, for the most part, driving spread.\u003c/p>\n\u003cp>\"Where you see cases on the rise in a neighborhood, in a county, we see that tend to be reflected in a school,\" Dickson said. \"[But] we're not seeing spread by virtue of being in school together.\"\u003c/p>\n\u003cp>Tom Hudachko of the state's health department said that after both colleges and schools reopened in early September, there was a rise in cases among the 15-24 age group. But with targeted public health messaging those cases have started to come down.\u003c/p>\n\u003cp>For the most part, Hudachko said, K-12 school clusters have been concentrated at high schools. \"We have had some outbreaks in middle schools. They've been far less frequent. And elementary school numbers seem to be one-offs here and there.\"\u003c/p>\n\u003cp>And these clusters — including \u003ca href=\"https://www.nytimes.com/2020/10/18/us/coronavirus-schools-reopening-outbreak.html\">one large reported outbreak\u003c/a> with at least 90 cases — have largely been traced to informal social gatherings in homes, not to classrooms. (Álvarez, in Spain, also said that clusters among young people there have been traced to social gatherings, including rooftop and beach parties).\u003c/p>\n\u003cp>Few states are reporting school-related data as clearly as Utah. And that's a shame, said Buntin at Vanderbilt. \"One might argue that we're running really a massive national experiment right now in schools,\" Buntin said, \"and we're not collecting uniform data.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/09/23/915738935/new-dashboard-tracks-coronavirus-cases-in-schools-across-47-states\">largest centralized effort\u003c/a> at such data collection in the United States — the unofficial, crowdsourced \u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">COVID-19 School Response Dashboard\u003c/a> — has gotten a lot of publicity. But it is self-reported, not a representative sample of schools.\u003c/p>\n\u003cp>Buntin and other experts said it's likely that the dashboard is biased toward schools that are doing an exemplary job of following safety precautions and are organized enough to share their results. Also, the dashboard doesn't yet offer the ability to compare coronavirus cases reported at schools with local case rates.\u003c/p>\n\u003cp>In the absence of data, there are scary and tragic anecdotes of \u003ca href=\"https://www.ky3.com/2020/10/02/arkansas-elementary-school-teacher-dies-from-covid-19/\">teachers\u003c/a> \u003ca href=\"https://www.beaumontenterprise.com/news/article/Evadale-Elementary-teacher-dies-of-coronavirus-15612718.php\">around\u003c/a> the \u003ca href=\"https://www.lansingstatejournal.com/story/news/local/2020/10/01/we-need-take-seriously-health-official-says-after-teacher-dies-covid-19/5887514002/\">country\u003c/a> \u003ca href=\"https://www.thesnaponline.com/2020/10/04/norwood-teacher-dies-after-contracting-covid-19/\">dying\u003c/a> of COVID-19. But it's hard to extrapolate from these incidents. It's not immediately clear whether the educators contracted the virus at school, whether they are part of school-based clusters, or what safety precautions were or were not followed by the schools in question.\u003c/p>\n\u003cp>A \u003ca href=\"https://news.yale.edu/2020/10/16/child-care-not-associated-spread-covid-19-yale-study-finds\">recent study\u003c/a> from Yale University could potentially shed some light on these questions. It tracked 57,000 childcare workers, located in all 50 states, Washington, D.C., and Puerto Rico, for the first three months of the pandemic in the United States. About half continued caring for very young children, such as the children of essential workers, while the other half stayed home. The study found no difference in the rate of coronavirus infections between the two groups, after accounting for demographic factors.\u003c/p>\n\u003cp>Walter Gilliam, lead author of the study and a professor of psychology at the Yale Child Study Center, cautioned that it's difficult to generalize this report to a K-12 schools setting, because the children were mostly under the age of 6 and kept in very small groups — and, he said, the childcare workers were trained in health and safety and reported following strict protocols around disinfection. However, he said, \"I think it would be great to do this study with school teachers and see what we can find out.\"\u003c/p>\n\u003cp>\u003cstrong>Risk and benefit\u003c/strong>\u003c/p>\n\u003cp>When you add up what we know and even what we still don't know, some doctors and public health advocates said there are powerful arguments for in-person schooling wherever possible, particularly for younger students and those with special needs.\u003c/p>\n\u003cp>\"Children under the age of 10 generally are at quite low risk of acquiring symptomatic disease,\" from the coronavirus, said Dr. Rainu Kaushal of Weill Cornell Medical Center. And they \u003ca href=\"https://jamanetwork.com/channels/health-forum/fullarticle/2767982\">rarely transmit it either\u003c/a>. It's a happy coincidence, Kaushal and others said, that the youngest children face lower risk and are also the ones who have the hardest time with virtual learning.\u003c/p>\n\u003cp>\"I would like to see the students, especially the younger students, get back,\" said Malani at the University of Michigan. \"I feel more encouraged that that can happen in a safe and thoughtful way.\"\u003c/p>\n\u003cp>Chicago Public Schools, one of the largest districts in the country, seemed to take that guidance into consideration when it \u003ca href=\"https://chicago.suntimes.com/education/2020/10/16/21519167/cps-reopening-public-schools-remote-learning-ctu-union\">announced recently\u003c/a> a phased reopening starting with pre-K and special education.\u003c/p>\n\u003cp>Kaushal said it's important to keep in mind that Black, Latinx and Native American communities are much more severely affected by COVID-19. And that many of the \"children that are at the severest risk of disease, are also at the severest risk of not having a school open, whether it be for food security, adult time, security, losing the time to learn or losing the skills that they have acquired over the last year or so.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Any decision made on school reopening, she said, has to focus on equity as well as safety. There are no easy trade-offs here.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+The+Risks+Of+Reopening+Schools+Exaggerated%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Combat COVID, A College Embraces Navajo Principle of Kinship",
"title": "To Combat COVID, A College Embraces Navajo Principle of Kinship",
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"content": "\u003cp class=\"c-page-title\">\u003cem>\u003ca href=\"https://co.chalkbeat.org/2020/10/8/21508241/combat-covid-fort-lewis-college-embraces-kinship-students-community-respect\">To combat COVID, Fort Lewis College embraces Navajo principle of kinship\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"http://ckbe.at/newsletters\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ctime>Oct 8, 6:06pm MDT\u003c/time>\u003c/p>\n\u003cp>Fort Lewis College senior Ally Gee watched as COVID-19 devastated the Navajo Nation and took the lives of two loved ones.\u003c/p>\n\u003cp>The overwhelming impact the coronavirus is having on her life prompted her to share with her school in Durango the Diné, or Navajo, concept of K’é, meaning kinship. The philosophy, which Gee said is sacred to the Navajo Nation, is guiding \u003ca href=\"https://www.fortlewis.edu/\">the southwest Colorado college’s\u003c/a> response to \u003ca href=\"https://co.chalkbeat.org/2020/9/3/21422215/colorado-college-remote-learning-highlights-risks-opening-campuses\">staying safe during the pandemic\u003c/a>.\u003c/p>\n\u003cp>Inspired by Gee, Fort Lewis College honed a strategy that so far has tempered the spread of COVID-19. The 3,300-student public college has had 24 cases among students, faculty, and staff this fall. That’s a standout amid \u003ca href=\"https://co.chalkbeat.org/2020/9/24/21455085/denver-enacts-stricter-rules-for-universities-after-covid-outbreaks-campuses\">colleges and universities that are coping with outbreaks\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Broadly, in Indigenous cultures, K’é encompasses mutual respect among all living things. It is demonstrated by making decisions to benefit the greater community, Gee said.\u003c/p>\n\u003cdiv>[youtube https://www.youtube.com/watch?v=EzDvHH099AQ]\u003c/div>\n\u003cp>The school crafted a campaign around the concept that employed social media to promote togetherness and a YouTube video of Gee speaking to students. She cast the best practices in pandemic prevention — wearing masks, keeping a safe social distance, and thinking through their actions to keep others safe — as behaving responsibly to the community.\u003c/p>\n\u003cp>“I’m very passionate about making sure that no one else loses their life to this virus,” said Gee, 21, a public health major. “It’s super important to me that at Fort Lewis we’re taking care of one another.”\u003c/p>\n\u003cp>The approach draws from the strengths of the school’s Indigenous students, empowers students to mold campus culture, and elevates the strategy’s effectiveness, said \u003ca href=\"https://www.fortlewis.edu/about-flc/leadership/presidents-office/presidents-office-home\">Fort Lewis College President Tom Stritikus\u003c/a>.\u003c/p>\n\u003cp>When the idea came to his desk, he said, “it just felt like it was a no-brainer in so many ways.”\u003c/p>\n\u003cp>“The only thing I did here was I just didn’t stand in the way of a good idea,” Stritikus said.\u003c/p>\n\u003cp>In crafting a campus strategy to fight the coronavirus, Sara Newman, a professor specializing in public health, wanted to create something that embodied the school’s identity. At \u003ca href=\"https://www.fortlewis.edu/admission/first-year-students/native-american-students#:~:text=With%20177%20Native%20American%20tribes,broader%20range%20of%20cultural%20diversity.\">Fort Lewis College, about 40% of the school’s population is Native American\u003c/a>, with over 170 tribes represented on the campus, according to the school’s website.\u003c/p>\n\u003cp>“It’s really well documented that America is an individualistic society,” Newman said. “But a strength that we have as an Indigenous-serving institution is that many of our students, their cultural background does place the community higher than the individual.”\u003c/p>\n\u003cp>Although Newman has worked on public health with Native American people since 2009, she said she didn’t have the cultural background to craft a way to reach students. She also didn’t want to stigmatize students already dealing with some of the worst impacts of the coronavirus.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/21946671/FLC_Ally_Gee_749.jpg\">Courtesy Fort Lewis College.\u003cfigcaption>Ally Gee\u003c/figcaption>\u003c/figure>\n\u003cp>Newman recruited Gee, a student in her classes and a leader on campus, to help create the plan.\u003c/p>\n\u003cp>The virus has hit the Navajo Nation hard, she said. The Navajo Nation has recorded some of the highest rates of infection in the country. It \u003ca href=\"https://navajotimes.com/coronavirus-updates/covid-19-across-the-navajo-nation/\">has suffered at least 562 deaths\u003c/a> among 10,546 cases, according to the Navajo Times.\u003c/p>\n\u003cp>Stritikus said the school requires masks on campus, \u003ca href=\"https://co.chalkbeat.org/2020/8/26/21403129/regis-university-takes-classrooms-outdoors-during-covid-pandemic\">conducts classes outside\u003c/a>, randomly tests students and staff, and does contact tracing. Fort Lewis also has contracted with hotels to spread out students so they aren’t as densely congregated in campus housing.\u003c/p>\n\u003cp>Fort Lewis’s 24 cases compare with more than 1,500 cases among the University of Colorado Boulder’s students, faculty and staff. \u003ca href=\"https://co.chalkbeat.org/2020/9/21/21450072/university-colorado-boulder-two-week-pause-stop-covid-campus-spread\">CU Boulder\u003c/a> is much larger, but also has had a higher rate of COVID infection.\u003c/p>\n\u003cp>A spike in cases at CU Boulder prompted the administration to move classes online for several weeks, and local public health officials to ban gatherings of people ages 18 to 22. Officials believe off-campus parties were a major driver of the outbreaks, despite a campaign called “Protect Our Herd” to foster individual accountability for students.\u003c/p>\n\u003cp>Cases have since declined, and CU plans to bring back in-person classes in mid-October.\u003c/p>\n\u003cp>Schools across the country have paused in-person instruction or gone fully remote after outbreaks. That’s something Fort Lewis hopes to avoid.\u003c/p>\n\u003cp>Stritikus said the student-driven approach to health is crucial for Fort Lewis College. He expressed gratitude to Gee and other students.\u003c/p>\n\u003cp>“We approach this with a huge degree of humility,” Stritikus said. “We’ve had some success, maybe partially luck. But we also know it can change in a moment’s time.”\u003c/p>\n\u003cp>Gee said she has learned that how she as an Indigenous person views health care is important not only to her, but also to the world. Mental, physical, emotional, and spiritual health are crucial to the Diné, she said.\u003c/p>\n\u003cp>And she is heartened that other students have embraced the concept that everyone is mutually tied together — and that by respecting others, you respect yourself.\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fco.chalkbeat.org%2F2020%2F10%2F8%2F21508241%2Fcombat-covid-fort-lewis-college-embraces-kinship-students-community-respect\" alt=\"\">\u003c/em>\u003c/p>\n\n",
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"nprByline": "Jason Gonzales, Chalkbeat Colorado",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"c-page-title\">\u003cem>\u003ca href=\"https://co.chalkbeat.org/2020/10/8/21508241/combat-covid-fort-lewis-college-embraces-kinship-students-community-respect\">To combat COVID, Fort Lewis College embraces Navajo principle of kinship\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"http://ckbe.at/newsletters\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ctime>Oct 8, 6:06pm MDT\u003c/time>\u003c/p>\n\u003cp>Fort Lewis College senior Ally Gee watched as COVID-19 devastated the Navajo Nation and took the lives of two loved ones.\u003c/p>\n\u003cp>The overwhelming impact the coronavirus is having on her life prompted her to share with her school in Durango the Diné, or Navajo, concept of K’é, meaning kinship. The philosophy, which Gee said is sacred to the Navajo Nation, is guiding \u003ca href=\"https://www.fortlewis.edu/\">the southwest Colorado college’s\u003c/a> response to \u003ca href=\"https://co.chalkbeat.org/2020/9/3/21422215/colorado-college-remote-learning-highlights-risks-opening-campuses\">staying safe during the pandemic\u003c/a>.\u003c/p>\n\u003cp>Inspired by Gee, Fort Lewis College honed a strategy that so far has tempered the spread of COVID-19. The 3,300-student public college has had 24 cases among students, faculty, and staff this fall. That’s a standout amid \u003ca href=\"https://co.chalkbeat.org/2020/9/24/21455085/denver-enacts-stricter-rules-for-universities-after-covid-outbreaks-campuses\">colleges and universities that are coping with outbreaks\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Broadly, in Indigenous cultures, K’é encompasses mutual respect among all living things. It is demonstrated by making decisions to benefit the greater community, Gee said.\u003c/p>\n\u003cdiv>\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/EzDvHH099AQ'\n title='//www.youtube.com/embed/EzDvHH099AQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/div>\n\u003cp>The school crafted a campaign around the concept that employed social media to promote togetherness and a YouTube video of Gee speaking to students. She cast the best practices in pandemic prevention — wearing masks, keeping a safe social distance, and thinking through their actions to keep others safe — as behaving responsibly to the community.\u003c/p>\n\u003cp>“I’m very passionate about making sure that no one else loses their life to this virus,” said Gee, 21, a public health major. “It’s super important to me that at Fort Lewis we’re taking care of one another.”\u003c/p>\n\u003cp>The approach draws from the strengths of the school’s Indigenous students, empowers students to mold campus culture, and elevates the strategy’s effectiveness, said \u003ca href=\"https://www.fortlewis.edu/about-flc/leadership/presidents-office/presidents-office-home\">Fort Lewis College President Tom Stritikus\u003c/a>.\u003c/p>\n\u003cp>When the idea came to his desk, he said, “it just felt like it was a no-brainer in so many ways.”\u003c/p>\n\u003cp>“The only thing I did here was I just didn’t stand in the way of a good idea,” Stritikus said.\u003c/p>\n\u003cp>In crafting a campus strategy to fight the coronavirus, Sara Newman, a professor specializing in public health, wanted to create something that embodied the school’s identity. At \u003ca href=\"https://www.fortlewis.edu/admission/first-year-students/native-american-students#:~:text=With%20177%20Native%20American%20tribes,broader%20range%20of%20cultural%20diversity.\">Fort Lewis College, about 40% of the school’s population is Native American\u003c/a>, with over 170 tribes represented on the campus, according to the school’s website.\u003c/p>\n\u003cp>“It’s really well documented that America is an individualistic society,” Newman said. “But a strength that we have as an Indigenous-serving institution is that many of our students, their cultural background does place the community higher than the individual.”\u003c/p>\n\u003cp>Although Newman has worked on public health with Native American people since 2009, she said she didn’t have the cultural background to craft a way to reach students. She also didn’t want to stigmatize students already dealing with some of the worst impacts of the coronavirus.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/21946671/FLC_Ally_Gee_749.jpg\">Courtesy Fort Lewis College.\u003cfigcaption>Ally Gee\u003c/figcaption>\u003c/figure>\n\u003cp>Newman recruited Gee, a student in her classes and a leader on campus, to help create the plan.\u003c/p>\n\u003cp>The virus has hit the Navajo Nation hard, she said. The Navajo Nation has recorded some of the highest rates of infection in the country. It \u003ca href=\"https://navajotimes.com/coronavirus-updates/covid-19-across-the-navajo-nation/\">has suffered at least 562 deaths\u003c/a> among 10,546 cases, according to the Navajo Times.\u003c/p>\n\u003cp>Stritikus said the school requires masks on campus, \u003ca href=\"https://co.chalkbeat.org/2020/8/26/21403129/regis-university-takes-classrooms-outdoors-during-covid-pandemic\">conducts classes outside\u003c/a>, randomly tests students and staff, and does contact tracing. Fort Lewis also has contracted with hotels to spread out students so they aren’t as densely congregated in campus housing.\u003c/p>\n\u003cp>Fort Lewis’s 24 cases compare with more than 1,500 cases among the University of Colorado Boulder’s students, faculty and staff. \u003ca href=\"https://co.chalkbeat.org/2020/9/21/21450072/university-colorado-boulder-two-week-pause-stop-covid-campus-spread\">CU Boulder\u003c/a> is much larger, but also has had a higher rate of COVID infection.\u003c/p>\n\u003cp>A spike in cases at CU Boulder prompted the administration to move classes online for several weeks, and local public health officials to ban gatherings of people ages 18 to 22. Officials believe off-campus parties were a major driver of the outbreaks, despite a campaign called “Protect Our Herd” to foster individual accountability for students.\u003c/p>\n\u003cp>Cases have since declined, and CU plans to bring back in-person classes in mid-October.\u003c/p>\n\u003cp>Schools across the country have paused in-person instruction or gone fully remote after outbreaks. That’s something Fort Lewis hopes to avoid.\u003c/p>\n\u003cp>Stritikus said the student-driven approach to health is crucial for Fort Lewis College. He expressed gratitude to Gee and other students.\u003c/p>\n\u003cp>“We approach this with a huge degree of humility,” Stritikus said. “We’ve had some success, maybe partially luck. But we also know it can change in a moment’s time.”\u003c/p>\n\u003cp>Gee said she has learned that how she as an Indigenous person views health care is important not only to her, but also to the world. Mental, physical, emotional, and spiritual health are crucial to the Diné, she said.\u003c/p>\n\u003cp>And she is heartened that other students have embraced the concept that everyone is mutually tied together — and that by respecting others, you respect yourself.\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fco.chalkbeat.org%2F2020%2F10%2F8%2F21508241%2Fcombat-covid-fort-lewis-college-embraces-kinship-students-community-respect\" alt=\"\">\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Being A Mom Is Tough. Being A Mom In A Pandemic Is Even Tougher",
"title": "Being A Mom Is Tough. Being A Mom In A Pandemic Is Even Tougher",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When I was growing up, I marveled at how my single mother was able to come home after a long day of work, make dinner, iron our school uniforms and help me and my sister with our homework.\u003c/p>\n\u003cp>I can't imagine how she would have managed during this pandemic.\u003c/p>\n\u003cp>What would she have done if she was laid off from her job at the airport? Would she be able to figure out — or afford — virtual school? How would she keep us safe from the virus?\u003c/p>\n\u003cp>Around the world, mothers have been struggling with these very challenges during the pandemic. We spoke to three mothers who shared how they've been faring: a mom of two in Jordan, expecting her third child and missing the in-person support from family; a dairy farmer with four teenage children — and 165 cows — to look after; and a single mom helping her son, who is on the autism spectrum, find joy in spite of coronavirus restrictions.\u003c/p>\n\u003cp>Read their stories, check out our special report on \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/10/09/918815890/portraits-of-resilience-how-19-women-around-the-globe-face-the-pandemic\">19 women facing the coronavirus crisis\u003c/a> — then find out how to nominate a woman to be profiled at the bottom of the story. —\u003cstrong>\u003cem> Malaka Gharib \u003c/em>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56826\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Nienke Pastoor (40), surrounded by some of her cows, on the 336 acre dairy farm she runs with her husband, Jaap, outside the village of Middelstum, The Netherlands, 2020.\u003cbr>Julia Gunther for NPR \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Calm And Juggling On A Dairy Farm\u003c/h3>\n\u003cp>The cows rode around the milking carousel, a circular platform lined with 30 individual holding pens that slowly turn clockwise. In each pen, a black and white Holstein or brown and white Montbéliarde waited to be milked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the pit below the carousel, 40-year-old Nienke Pastoor stood at udder-height, attaching the milk-extracting pump to each cow as it passed her.\u003c/p>\n\u003cp>Pastoor, her husband Jaap and Henk, an employee, need just 90 minutes to milk all 165 of the farm's dairy cows.\u003c/p>\n\u003cp>Pastoor and her husband co-manage a 336-acre dairy farm. One of her many responsibilities is to help run the daily milking operation. She's also the mother of four teenage children; she cooks and cleans; and she manages the farm's books. She regularly gives tours to schoolchildren from the nearby city of Groningen, taking them around the farm and letting them milk the cows by hand.\u003c/p>\n\u003cfigure id=\"attachment_56829\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"wp-image-56829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"1503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-800x1093.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-1020x1394.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-160x219.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-768x1049.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Pastoor stands in her cow shed with her oldest son, Thomas, left, and her husband, Jaap. Thomas, 17, is studying farming and plans on taking over the family farm. When schools were shut due to the lockdown, Pastoor made sure her kids kept up with their schoolwork. \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a while Pastoor cherished the sudden quiet and freedom that COVID-19 brought to the \"Other World\": the name given to the remote farming district in the far north of the Netherlands where the Pastoor family have been dairy farmers for 75 years. \"We established a strange new family rhythm during the lockdown,\" she said on a blustery blue-skied afternoon.\u003c/p>\n\u003cp>The only set routines were the morning and afternoon milking of the cows, and the e-lessons of her children: Thomas, 17, Daniel, 15, and twins Emma and Paulien, 13, who like many students in the Netherlands switched to remote learning in March.\u003c/p>\n\u003cp>\"There was less pressure,\" she said. \"No music lessons or sports games to drive the children to. And because the weather was so nice, life definitely felt a little more relaxed.\" The only visitors to the farm during the lockdown, which lasted from March 15 till June 2, were the truck drivers who came by three times a week to pick up 3,079 gallons of milk, and the vet who visited every two weeks.\u003c/p>\n\u003cp>But the pandemic also added new tasks to Pastoor's farm routine. She suddenly had to help the children with their schoolwork. \"I made sure they were sitting at their laptops when they were supposed to be. I told them, 'We all have responsibilities in life. I have to do things. And so do you. You make sure the thing you are doing is done on time.' \"\u003c/p>\n\u003cp>The children didn't mind the sudden shift to learning at home. They were able to sleep longer in the mornings as they didn't have to bike to school. The only frustration was the frequent technical glitches — no sound, the teacher's screen not working.\u003c/p>\n\u003cp>Pastoor was so busy she couldn't do the books for a month. Work kept piling up on the long wooden kitchen table where she normally sits.\u003c/p>\n\u003cp>\"In the end, I had to tell [Jaap and the children] to get out of the kitchen so I could have some time for myself.\"\u003c/p>\n\u003cp>\"It was difficult being a mother and a farm manager,\" she said, reflecting on lockdown life. \"Everyone expected me to successfully juggle everything.\"\u003c/p>\n\u003cp>But dealing with all these responsibilities didn't concern Pastoor. What truly worried her was how she would cope if her husband were to get COVID-19 and succumb to the virus — and she'd be left to manage the farm on her own. \"The pandemic really brought that home.\"\u003c/p>\n\u003cfigure id=\"attachment_56830\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56830\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Pastoor feeds hay to some of her 165 cows after they've been milked.\u003cbr>Julia Gunther for NPR \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So Pastoor spent as much time as she could learning how to operate the farm's tractors, feeders and other heavy machinery — usually her husband's domain. \"I also told him to write everything down on paper,\" she said. \"Just in case.\"\u003c/p>\n\u003cp>While COVID-19 continues to wreak havoc around the world, life is slowly returning to normal on the Pastoor farm. The children are back at school, the price of milk is stabilizing after dropping dramatically during the lockdown due to a decrease in demand. Last week, Pastoor oversaw the birth of five new calves.\u003c/p>\n\u003cp>\"Nature has a rhythm that dictates life on the farm,\" she reflected. Pandemic or not, cows need to be milked.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Photos by Julia Gunther. Text by Nick Schönfeld\u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_56827\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Barrera helps her son Niko, 10, with math homework after a day of virtual learning at their home in Eau Claire, Wis. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>A Single Mom, Her Son And 'Kindness Rocks'\u003c/h3>\n\u003cp>It was Niko's idea to drop the decorated rocks in the schoolyard. Jessica Barrera, Niko's mother, said it gave him a sense of connection to the school.\u003c/p>\n\u003cp>\"Since he can't be there [in person] at least the rocks could be there from him,\" Barrera said.\u003c/p>\n\u003cp>The rocks are a tradition Barrera started when she realized she needed new ways to get outside with her son. The 40-year-old single mother was laid off from her job at an airport shuttle service in Eau Claire, Wis., in March. Niko finished the last few months of fourth grade virtually. Their list of reasons to leave the house was dwindling.\u003c/p>\n\u003cp>She read about \"kindness rocks\" online — stones decorated with art or inspiring messages and left conspicuously around a community for strangers to find. It sounded like a fun thing to do with Niko; they could go for walks and leave the rocks around town. Their first one had a simple message: \"Be kind.\" They left it in a park at the confluence of the Chippewa and Eau Claire rivers.\u003c/p>\n\u003cfigure id=\"attachment_56828\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56828\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-800x524.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-1020x669.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-768x503.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Barrera and her son, Niko, place rocks painted with hopeful messages at his school and other places in their community. They hope the rocks will brighten someone's day. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Niko is not a morning person. He typically starts his day with a granola bar and orange juice in a coffee mug (always a coffee mug). When he used to go to school, Barrera would sometimes take him to the Kwik Trip gas station, get herself a coffee and get him a hot chocolate in a to-go cup.\u003c/p>\n\u003cp>\"He'd go sit with the teachers — they had their little coffees and he had his Kwik Trip hot chocolate. They were just sitting there talking, like he's like a grown-up,\" Barrera remembered with a chuckle.\u003c/p>\n\u003cp>\"He's an old soul in an 11-year-old body.\"\u003c/p>\n\u003cp>Now Niko, who is on the autism spectrum, is one of the millions of kids learning remotely. After breakfast, Barrera helps Niko connect to his classroom on the iPad the school district sent home. When this school year started, the district gave parents the option for virtual learning or a hybrid model with kids in the classroom twice a week. Barrera chose the virtual option because Niko did well with it in the spring, plus Barrera has a rare blood condition that puts her at high risk for serious complications from the coronavirus.\u003c/p>\n\u003cp>Niko doesn't love it.\u003c/p>\n\u003cfigure id=\"attachment_56831\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"735\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-768x513.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Niko sits at the virtual learning workspace that Barrera set up in his bedroom. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"He was like, 'This virtual learning is for the birds,' \" Barrera said.\u003c/p>\n\u003cp>Barrera applied for unemployment benefits for the airport shuttle job but was initially denied regular and federal pandemic benefits by the state unemployment agency because of rules that bar regular aid to laid-off workers who also receive federal disability assistance. (The state subsequently granted her pandemic benefits.)\u003c/p>\n\u003cp>She started working again in June, before she was really comfortable with the idea. After a few months working in the marketing department of a home improvement chain, she found more meaningful work as a job coach for adults with special needs, three days a week.\u003c/p>\n\u003cp>On Sept. 21, the day of the interview, Barrera was home to help Niko count on his fingers to solve math problems as his school day wound to a close. By 2:30 p.m. class was done, and they walked their kindness rocks up to Niko's school. They decorated some with an image of the school's mascot — a panther.\u003c/p>\n\u003cp>The kids learning in-person were lined up outside, waiting to go home. Barrera saw the school's longtime counselor and explained the rocks. He liked the idea and offered to arrange a scavenger hunt of the rocks for the other students.\u003c/p>\n\u003cp>Barrera knows it has been a tough start to fifth grade for Niko. He misses being around the other students. But she tries to reassure him.\u003c/p>\n\u003cp>\"It's a crappy situation all around,\" Barrera said, \"but it's temporary. It's going to get better.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Photos by Lauren Justice. Text by Bram Sable-Smith\u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_56832\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56832\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-768x512.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Sawsan al-Ramemi with sons Zain, left, and Omer at home in Amman. She is expecting her third child. \u003ccite>(Nadia Bseiso for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Expecting A Baby In Isolation\u003c/strong>\u003c/h3>\n\u003cp>Sawsan al-Ramemi, 32, is due to have a baby girl in November. But unlike her previous two pregnancies, which she recalls as happy events, this one fills the Jordanian mother with worry.\u003c/p>\n\u003cp>She got pregnant in March just as the pandemic hit Jordan. Ramemi said she wasn't concerned at first because of the low number of cases in the country, which in March imposed one of the strictest lockdowns in the world. But in September, infections climbed dramatically to a high of almost 2,000 a day in a population of about 10 million.\u003c/p>\n\u003cp>\"I've started being afraid as I'm visiting the hospital for pregnancy follow-up,\" said the former electrical engineer. \"I take precautions like wearing gloves and a mask, but I am still afraid when I'm in a taxi going to the hospital.\"\u003c/p>\n\u003cp>And she has a long list of other concerns. Her husband, also an engineer, is working in the United States and is unable to travel home for the delivery. With such high coronavirus rates in the U.S., she worries about her husband contracting it there.\u003c/p>\n\u003cp>While her own extended family would normally help her through the pregnancy, because of social distancing measures she has been left without that help.\u003c/p>\n\u003cp>\"My family supports me,\" she said. \"But now that support is mostly through phone calls.\"\u003c/p>\n\u003cp>Ramemi, dressed in a polka-dot top and leggings with her hair covered with a dusty rose-pink hijab, adjusted the Velcro on the plastic sandals of her 18-month-old son, Zain, as she talked. She thinks about what she will do when the baby is born. She has resolved to keep the infant isolated – a difficult prospect in the effusive Arab culture.\u003c/p>\n\u003cfigure id=\"attachment_56833\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56833\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Ramemi attends to her father. She moved in with her parents because her husband is working abroad. \u003ccite>(Nadia Bseiso for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Usually people come to see the baby and they bring gifts,\" she said. \"Suppose they are infected? How can I let them kiss her?\"\u003c/p>\n\u003cp>Ramemi said she is lucky to have a ground-floor apartment with a garden and pavement for Zain and her 5-year-old son, Omer, to run around in. These days, because of the pandemic, they rarely venture beyond the garden with its fig and olive trees and high stone walls.\u003c/p>\n\u003cp>\"Now I don't feel comfortable taking my children to visit public parks and gardens. They are young and I am afraid if they get the virus, they might transmit it to my family,\" she said. When she does see relatives, it's for very brief visits. She worries in particular about her elderly mother, who has cancer\u003cstrong>. \u003c/strong>\"Because of that I really limit my movement outside the house.\"\u003c/p>\n\u003cp>Ramemi said neither her physician nor the clinic she goes to provided information about the effects of COVID-19 on pregnancy, so she scoured the internet. While the Centers for Disease Control says pregnant women \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/cases-updates/special-populations/pregnancy-data-on-covid-19/what-cdc-is-doing.html\">might be at an increased risk\u003c/a> for severe illness from COVID-19, she said the studies she has read have reassured her.\u003c/p>\n\u003cp>\"2020 is full of surprises,\" she said, laughing. \"I wish that I hadn't gotten pregnant during these times.\"\u003c/p>\n\u003cp>Still, she said, she thanks God.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Photos by Nadia Bseiso. Text by Shereen Nanish and Jane Arraf\u003c/em>\u003c/strong>\u003c/p>\n\u003ch3>Nominate A Woman\u003c/h3>\n\u003cp>\u003cem>We'd like to tell more stories about women's lives in the pandemic.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Is there a woman in your community who has overcome great challenges in their personal lives? Or is helping others with their challenges? Send an email to \u003c/em>\u003ca href=\"mailto:goatsandsoda@npr.org\">\u003cstrong>\u003cem>goatsandsoda@npr.org\u003c/em>\u003c/strong>\u003c/a>\u003cem>with your nomination, with \"Women's Stories\" in the subject line. We may feature them in a future story on NPR.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Being+A+Mom+Is+Tough.+Being+A+Mom+In+A+Pandemic+Is+Even+Tougher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When I was growing up, I marveled at how my single mother was able to come home after a long day of work, make dinner, iron our school uniforms and help me and my sister with our homework.\u003c/p>\n\u003cp>I can't imagine how she would have managed during this pandemic.\u003c/p>\n\u003cp>What would she have done if she was laid off from her job at the airport? Would she be able to figure out — or afford — virtual school? How would she keep us safe from the virus?\u003c/p>\n\u003cp>Around the world, mothers have been struggling with these very challenges during the pandemic. We spoke to three mothers who shared how they've been faring: a mom of two in Jordan, expecting her third child and missing the in-person support from family; a dairy farmer with four teenage children — and 165 cows — to look after; and a single mom helping her son, who is on the autism spectrum, find joy in spite of coronavirus restrictions.\u003c/p>\n\u003cp>Read their stories, check out our special report on \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/10/09/918815890/portraits-of-resilience-how-19-women-around-the-globe-face-the-pandemic\">19 women facing the coronavirus crisis\u003c/a> — then find out how to nominate a woman to be profiled at the bottom of the story. —\u003cstrong>\u003cem> Malaka Gharib \u003c/em>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56826\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-5_custom-a140ced9d1cef16f09306a3bb5a61041a697604d-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Nienke Pastoor (40), surrounded by some of her cows, on the 336 acre dairy farm she runs with her husband, Jaap, outside the village of Middelstum, The Netherlands, 2020.\u003cbr>Julia Gunther for NPR \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Calm And Juggling On A Dairy Farm\u003c/h3>\n\u003cp>The cows rode around the milking carousel, a circular platform lined with 30 individual holding pens that slowly turn clockwise. In each pen, a black and white Holstein or brown and white Montbéliarde waited to be milked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the pit below the carousel, 40-year-old Nienke Pastoor stood at udder-height, attaching the milk-extracting pump to each cow as it passed her.\u003c/p>\n\u003cp>Pastoor, her husband Jaap and Henk, an employee, need just 90 minutes to milk all 165 of the farm's dairy cows.\u003c/p>\n\u003cp>Pastoor and her husband co-manage a 336-acre dairy farm. One of her many responsibilities is to help run the daily milking operation. She's also the mother of four teenage children; she cooks and cleans; and she manages the farm's books. She regularly gives tours to schoolchildren from the nearby city of Groningen, taking them around the farm and letting them milk the cows by hand.\u003c/p>\n\u003cfigure id=\"attachment_56829\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"wp-image-56829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"1503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-800x1093.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-1020x1394.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-160x219.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-13_custom-27eb23350d46b82f34f3a4e09ea164229d44730a-s1100-c85-768x1049.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Pastoor stands in her cow shed with her oldest son, Thomas, left, and her husband, Jaap. Thomas, 17, is studying farming and plans on taking over the family farm. When schools were shut due to the lockdown, Pastoor made sure her kids kept up with their schoolwork. \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a while Pastoor cherished the sudden quiet and freedom that COVID-19 brought to the \"Other World\": the name given to the remote farming district in the far north of the Netherlands where the Pastoor family have been dairy farmers for 75 years. \"We established a strange new family rhythm during the lockdown,\" she said on a blustery blue-skied afternoon.\u003c/p>\n\u003cp>The only set routines were the morning and afternoon milking of the cows, and the e-lessons of her children: Thomas, 17, Daniel, 15, and twins Emma and Paulien, 13, who like many students in the Netherlands switched to remote learning in March.\u003c/p>\n\u003cp>\"There was less pressure,\" she said. \"No music lessons or sports games to drive the children to. And because the weather was so nice, life definitely felt a little more relaxed.\" The only visitors to the farm during the lockdown, which lasted from March 15 till June 2, were the truck drivers who came by three times a week to pick up 3,079 gallons of milk, and the vet who visited every two weeks.\u003c/p>\n\u003cp>But the pandemic also added new tasks to Pastoor's farm routine. She suddenly had to help the children with their schoolwork. \"I made sure they were sitting at their laptops when they were supposed to be. I told them, 'We all have responsibilities in life. I have to do things. And so do you. You make sure the thing you are doing is done on time.' \"\u003c/p>\n\u003cp>The children didn't mind the sudden shift to learning at home. They were able to sleep longer in the mornings as they didn't have to bike to school. The only frustration was the frequent technical glitches — no sound, the teacher's screen not working.\u003c/p>\n\u003cp>Pastoor was so busy she couldn't do the books for a month. Work kept piling up on the long wooden kitchen table where she normally sits.\u003c/p>\n\u003cp>\"In the end, I had to tell [Jaap and the children] to get out of the kitchen so I could have some time for myself.\"\u003c/p>\n\u003cp>\"It was difficult being a mother and a farm manager,\" she said, reflecting on lockdown life. \"Everyone expected me to successfully juggle everything.\"\u003c/p>\n\u003cp>But dealing with all these responsibilities didn't concern Pastoor. What truly worried her was how she would cope if her husband were to get COVID-19 and succumb to the virus — and she'd be left to manage the farm on her own. \"The pandemic really brought that home.\"\u003c/p>\n\u003cfigure id=\"attachment_56830\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56830\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-14_custom-47d41395c1060cfdc4d5cbdb4c962fb99499fb88-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Pastoor feeds hay to some of her 165 cows after they've been milked.\u003cbr>Julia Gunther for NPR \u003ccite>(Julia Gunther for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So Pastoor spent as much time as she could learning how to operate the farm's tractors, feeders and other heavy machinery — usually her husband's domain. \"I also told him to write everything down on paper,\" she said. \"Just in case.\"\u003c/p>\n\u003cp>While COVID-19 continues to wreak havoc around the world, life is slowly returning to normal on the Pastoor farm. The children are back at school, the price of milk is stabilizing after dropping dramatically during the lockdown due to a decrease in demand. Last week, Pastoor oversaw the birth of five new calves.\u003c/p>\n\u003cp>\"Nature has a rhythm that dictates life on the farm,\" she reflected. Pandemic or not, cows need to be milked.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Photos by Julia Gunther. Text by Nick Schönfeld\u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_56827\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-7_custom-8a62f8a62c468c44b52c5420d4d69e0862162428-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Barrera helps her son Niko, 10, with math homework after a day of virtual learning at their home in Eau Claire, Wis. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>A Single Mom, Her Son And 'Kindness Rocks'\u003c/h3>\n\u003cp>It was Niko's idea to drop the decorated rocks in the schoolyard. Jessica Barrera, Niko's mother, said it gave him a sense of connection to the school.\u003c/p>\n\u003cp>\"Since he can't be there [in person] at least the rocks could be there from him,\" Barrera said.\u003c/p>\n\u003cp>The rocks are a tradition Barrera started when she realized she needed new ways to get outside with her son. The 40-year-old single mother was laid off from her job at an airport shuttle service in Eau Claire, Wis., in March. Niko finished the last few months of fourth grade virtually. Their list of reasons to leave the house was dwindling.\u003c/p>\n\u003cp>She read about \"kindness rocks\" online — stones decorated with art or inspiring messages and left conspicuously around a community for strangers to find. It sounded like a fun thing to do with Niko; they could go for walks and leave the rocks around town. Their first one had a simple message: \"Be kind.\" They left it in a park at the confluence of the Chippewa and Eau Claire rivers.\u003c/p>\n\u003cfigure id=\"attachment_56828\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56828\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-800x524.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-1020x669.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womensproject-8_custom-97798a979b60958c7543eba0773e97b70b002c64-s1100-c85-768x503.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Barrera and her son, Niko, place rocks painted with hopeful messages at his school and other places in their community. They hope the rocks will brighten someone's day. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Niko is not a morning person. He typically starts his day with a granola bar and orange juice in a coffee mug (always a coffee mug). When he used to go to school, Barrera would sometimes take him to the Kwik Trip gas station, get herself a coffee and get him a hot chocolate in a to-go cup.\u003c/p>\n\u003cp>\"He'd go sit with the teachers — they had their little coffees and he had his Kwik Trip hot chocolate. They were just sitting there talking, like he's like a grown-up,\" Barrera remembered with a chuckle.\u003c/p>\n\u003cp>\"He's an old soul in an 11-year-old body.\"\u003c/p>\n\u003cp>Now Niko, who is on the autism spectrum, is one of the millions of kids learning remotely. After breakfast, Barrera helps Niko connect to his classroom on the iPad the school district sent home. When this school year started, the district gave parents the option for virtual learning or a hybrid model with kids in the classroom twice a week. Barrera chose the virtual option because Niko did well with it in the spring, plus Barrera has a rare blood condition that puts her at high risk for serious complications from the coronavirus.\u003c/p>\n\u003cp>Niko doesn't love it.\u003c/p>\n\u003cfigure id=\"attachment_56831\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"735\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-23_custom-7559191d88e351a6fd7483d52784a12bd9c45952-s1100-c85-768x513.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Niko sits at the virtual learning workspace that Barrera set up in his bedroom. \u003ccite>(Lauren Justice for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"He was like, 'This virtual learning is for the birds,' \" Barrera said.\u003c/p>\n\u003cp>Barrera applied for unemployment benefits for the airport shuttle job but was initially denied regular and federal pandemic benefits by the state unemployment agency because of rules that bar regular aid to laid-off workers who also receive federal disability assistance. (The state subsequently granted her pandemic benefits.)\u003c/p>\n\u003cp>She started working again in June, before she was really comfortable with the idea. After a few months working in the marketing department of a home improvement chain, she found more meaningful work as a job coach for adults with special needs, three days a week.\u003c/p>\n\u003cp>On Sept. 21, the day of the interview, Barrera was home to help Niko count on his fingers to solve math problems as his school day wound to a close. By 2:30 p.m. class was done, and they walked their kindness rocks up to Niko's school. They decorated some with an image of the school's mascot — a panther.\u003c/p>\n\u003cp>The kids learning in-person were lined up outside, waiting to go home. Barrera saw the school's longtime counselor and explained the rocks. He liked the idea and offered to arrange a scavenger hunt of the rocks for the other students.\u003c/p>\n\u003cp>Barrera knows it has been a tough start to fifth grade for Niko. He misses being around the other students. But she tries to reassure him.\u003c/p>\n\u003cp>\"It's a crappy situation all around,\" Barrera said, \"but it's temporary. It's going to get better.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Photos by Lauren Justice. Text by Bram Sable-Smith\u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_56832\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56832\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-30_custom-ad279c7a9380145817a22ed1d3b6d440df1bcd45-s1100-c85-768x512.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Sawsan al-Ramemi with sons Zain, left, and Omer at home in Amman. She is expecting her third child. \u003ccite>(Nadia Bseiso for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Expecting A Baby In Isolation\u003c/strong>\u003c/h3>\n\u003cp>Sawsan al-Ramemi, 32, is due to have a baby girl in November. But unlike her previous two pregnancies, which she recalls as happy events, this one fills the Jordanian mother with worry.\u003c/p>\n\u003cp>She got pregnant in March just as the pandemic hit Jordan. Ramemi said she wasn't concerned at first because of the low number of cases in the country, which in March imposed one of the strictest lockdowns in the world. But in September, infections climbed dramatically to a high of almost 2,000 a day in a population of about 10 million.\u003c/p>\n\u003cp>\"I've started being afraid as I'm visiting the hospital for pregnancy follow-up,\" said the former electrical engineer. \"I take precautions like wearing gloves and a mask, but I am still afraid when I'm in a taxi going to the hospital.\"\u003c/p>\n\u003cp>And she has a long list of other concerns. Her husband, also an engineer, is working in the United States and is unable to travel home for the delivery. With such high coronavirus rates in the U.S., she worries about her husband contracting it there.\u003c/p>\n\u003cp>While her own extended family would normally help her through the pregnancy, because of social distancing measures she has been left without that help.\u003c/p>\n\u003cp>\"My family supports me,\" she said. \"But now that support is mostly through phone calls.\"\u003c/p>\n\u003cp>Ramemi, dressed in a polka-dot top and leggings with her hair covered with a dusty rose-pink hijab, adjusted the Velcro on the plastic sandals of her 18-month-old son, Zain, as she talked. She thinks about what she will do when the baby is born. She has resolved to keep the infant isolated – a difficult prospect in the effusive Arab culture.\u003c/p>\n\u003cfigure id=\"attachment_56833\" class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg class=\"size-full wp-image-56833\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85.jpg\" alt=\"\" width=\"1100\" height=\"732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85.jpg 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/womxnsprojectfinal-31_custom-d712a71232516e377d312e8a5ae60c7fce948c27-s1100-c85-768x511.jpg 768w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003cfigcaption class=\"wp-caption-text\">Ramemi attends to her father. She moved in with her parents because her husband is working abroad. \u003ccite>(Nadia Bseiso for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Usually people come to see the baby and they bring gifts,\" she said. \"Suppose they are infected? How can I let them kiss her?\"\u003c/p>\n\u003cp>Ramemi said she is lucky to have a ground-floor apartment with a garden and pavement for Zain and her 5-year-old son, Omer, to run around in. These days, because of the pandemic, they rarely venture beyond the garden with its fig and olive trees and high stone walls.\u003c/p>\n\u003cp>\"Now I don't feel comfortable taking my children to visit public parks and gardens. They are young and I am afraid if they get the virus, they might transmit it to my family,\" she said. When she does see relatives, it's for very brief visits. She worries in particular about her elderly mother, who has cancer\u003cstrong>. \u003c/strong>\"Because of that I really limit my movement outside the house.\"\u003c/p>\n\u003cp>Ramemi said neither her physician nor the clinic she goes to provided information about the effects of COVID-19 on pregnancy, so she scoured the internet. While the Centers for Disease Control says pregnant women \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/cases-updates/special-populations/pregnancy-data-on-covid-19/what-cdc-is-doing.html\">might be at an increased risk\u003c/a> for severe illness from COVID-19, she said the studies she has read have reassured her.\u003c/p>\n\u003cp>\"2020 is full of surprises,\" she said, laughing. \"I wish that I hadn't gotten pregnant during these times.\"\u003c/p>\n\u003cp>Still, she said, she thanks God.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Photos by Nadia Bseiso. Text by Shereen Nanish and Jane Arraf\u003c/em>\u003c/strong>\u003c/p>\n\u003ch3>Nominate A Woman\u003c/h3>\n\u003cp>\u003cem>We'd like to tell more stories about women's lives in the pandemic.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Is there a woman in your community who has overcome great challenges in their personal lives? Or is helping others with their challenges? Send an email to \u003c/em>\u003ca href=\"mailto:goatsandsoda@npr.org\">\u003cstrong>\u003cem>goatsandsoda@npr.org\u003c/em>\u003c/strong>\u003c/a>\u003cem>with your nomination, with \"Women's Stories\" in the subject line. We may feature them in a future story on NPR.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Being+A+Mom+Is+Tough.+Being+A+Mom+In+A+Pandemic+Is+Even+Tougher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Work or Online Learning? Families Experiencing Homelessness Face Impossible Choices",
"title": "Work or Online Learning? Families Experiencing Homelessness Face Impossible Choices",
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"content": "\u003cp>The closure of school buildings in response to the coronavirus has been disruptive and inconvenient for many families, but for those living in homeless shelters or hotel rooms — including \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">roughly 1.5 million\u003c/a> school-aged children — the shuttering of classrooms and cafeterias has been disastrous.\u003c/p>\n\u003cp>For Rachel, a 17-year-old sharing a hotel room in Cincinnati with her mother, the disaster has been academic. Her school gave her a laptop, but \"hotel Wi-Fi is the worst,\" she says. \"Every three seconds [my teacher is] like, 'Rachel, you're glitching. Rachel, you're not moving.'\"\u003c/p>\n\u003cp>For Vanessa Shefer, the disaster has made her feel \"defeated.\" Since May, when the family home burned, she and her four children have stayed in a hotel, a campground and recently left rural New Hampshire to stay with extended family in St. Johnsbury, Vt. Her kids ask, \"When are we going to have a home?\" But Shefer says she can't afford a \"home\" without a good-paying job, and she can't get a job while her kids need help with school.\u003c/p>\n\u003cp>For this story, NPR spoke with students, parents, caregivers, shelter managers and school leaders across the country about what it means, in this moment, to be homeless and schoolless.\u003c/p>\n\u003cfigure id=\"attachment_56753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-49_slide-6cba54068f12a337a80fab9f81493c0ddecd3a9b-scaled-e1602135895714.jpg\" alt=\"Parent walks with child alongside river\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Shefer (right) walks with her family along the Passumpsic River in St. Johnsbury, Vt. \u003ccite>(Ian Thomas Janssen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"How do you choose between working and ... your child's education?\"\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Remote learning can be difficult for children without an adult at home to supervise everything from logging on to the learning itself. The past six months have put all parents and caregivers in a bind, but many families who are homeless now find themselves in an impossible situation.\u003c/p>\n\u003cp>\"How do you choose between working and providing for your family, and your child's education? I mean, what is your priority?\" says Patricia Rivera, a former Chicago Public Schools social worker and founder of \u003ca href=\"http://www.chicagohopesforkids.org/\">Chicago HOPES For Kids\u003c/a>, an afterschool program for homeless youth.\u003c/p>\n\u003cp>Rivera points out that many homeless shelters don't allow parents to leave their children while they go to work. In the past, kids have simply gone to school or parents have found low-cost childcare. But, because of the pandemic, those options have disappeared for many families.\u003c/p>\n\u003cp>Parents and caregivers experiencing homelessness are also more likely to work low-wage jobs that cannot be done remotely and that offer little schedule flexibility.\u003c/p>\n\u003cp>In May, Vanessa Shefer felt torn between her job at Dollar Tree and helping her kids with remote learning. \"It was just getting crazy,\" she remembers. She would work from 6 a.m. to 2 p.m. \"When the kids were having to log on, I just had to trust that that's what was happening there.\"\u003c/p>\n\u003cfigure id=\"attachment_56754\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg\" alt=\"\" width=\"200\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74-160x239.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shefer says she can't afford a home for her kids without a good-paying job — and she can't get a job while her kids need help with school. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids' father dropped in to help, Shefer says, but their two eldest sons struggled. Both have specialized education plans, and both had trouble navigating school online.\u003c/p>\n\u003cp>\"It's hard for them to grasp what to do,\" Shefer says. \"And they get frustrated and give up before they even try... My children were required to have four Zoom meetings a day with different teachers, and all of them assigned work. So it was too much.\"\u003c/p>\n\u003cp>Shefer ultimately chose to quit her job to be with her children full-time.\u003c/p>\n\u003cp>April, a mother in Chatham, N.J., also felt torn about leaving her children, in her case to look for work. She and her four kids were placed in a cramped hotel room earlier this year, after they lost their home. She described her experience to federal lawmakers in a July \u003ca href=\"https://www.youtube.com/watch?v=gvFUSKlKUHc&feature=youtu.be\">online briefing\u003c/a>, in which she was identified only by her first name. She recalled riding the train, looking for work in the midst of the pandemic, and her kids calling, \"complaining, 'We can't log on. The Internet's not working.'\"\u003c/p>\n\u003cp>The hotel was about 45 minutes away from their school, April said. \"My kids had nowhere to go, nowhere to be, no outlet. I found a job, and they were angry at me because I'm leaving and they can't.\"\u003c/p>\n\u003cfigure id=\"attachment_56755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-43_slide-652f06771ef0b80dd771b6e27ba6628edf9c6fc0-scaled-e1602135993567.jpg\" alt=\"Passumpsic River in Saint Johnsbury, Vermont \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Shefer and her family moved to St. Johnsbury from rural New Hampshire to stay with extended family. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A struggle to get online\u003c/strong>\u003c/p>\n\u003cp>Even if they don't need adult supervision, every student trying to learn remotely \u003cem>must\u003c/em> have access to a computer and the Internet. While many districts have provided the former, several families experiencing homelessness tell NPR they still struggle to get online.\u003c/p>\n\u003cp>Freda, in Cincinnati, says her five children have tablets, thanks to their district, and free Wi-Fi, thanks to a partnership between the schools and the service provider, Cincinnati Bell. But the download speed is too slow for all of them to use at once, Freda says. \"It sucks. Bad.\" (We aren't using Freda's last name because she and her children say they fear the societal stigma that's sometimes associated with homelessness.)\u003c/p>\n\u003cp>April told lawmakers the poor Wi-Fi at her hotel discouraged her kids from participating in online learning.\u003c/p>\n\u003cp>\"It was just impossible. They just didn't want to do the work at all because they felt so hopeless. I had nothing to take away from them if they didn't do their work. What was I going to take away? Nothing.\"\u003c/p>\n\u003cp>Rebekah Lopez, a mother in Flagstaff, Ariz., is especially worried about her 7-year-old daughter falling behind. They've been living in a camper, without steady Internet. When schools moved online in the spring, learning essentially stopped for Lopez's family.\u003c/p>\n\u003cp>\"I feel like [my children] have kind of regressed since all this has happened because they haven't been in school like they should be,\" Lopez says.\u003c/p>\n\u003cp>Even in districts that are handing out Internet hotspots, families experiencing homelessness may not know about the giveaways because they've moved, often farther from a school, as they search for stable housing, and may not have reliable access to email or a phone.\u003c/p>\n\u003cp>\u003cstrong>The consistency of school\u003c/strong>\u003c/p>\n\u003cp>For children experiencing homelessness, the greatest challenge of remote learning may not be logistical at all — but emotional.\u003c/p>\n\u003cp>Freda and her children — ages 17, 13, 11, 9 and 7 — share the front room of a friend's apartment, sleeping on the floor on pads of bunched-up comforters. A few weeks ago, she and her youngest were watching a cartoon, about a group of friends playing, when her son said, \"I miss school. When are we going back?\"\u003c/p>\n\u003cp>Freda knew immediately what he meant. He missed his friends. He missed his teachers. He missed the familiarity of the building itself.\u003c/p>\n\u003cp>Life in a shelter, hotel or a distant relative's home can be isolating for a child if they're not living near friends. Freda says the place they're living now is far from school, and her kids have not been able to play with friends. Many families don't have transportation either, and, with public transit still disrupted, the social isolation will continue until in-person school resumes.\u003c/p>\n\u003cp>\"[School] gives them that stability,\" says Julie White, who lost her home to Hurricane Harvey in 2017, and is living in a shelter in Bastrop, Texas, with her 18-year-old daughter and 11-year-old granddaughter. A few weeks ago, her granddaughter told her, \"'I really want to go back to school. I just don't like being away from people.'\"\u003c/p>\n\u003cp>Making matters worse, many children living through homelessness had already experienced stress and trauma \u003cem>before\u003c/em> the pandemic — from changing addresses, food insecurity and physical or emotional abuse. That makes the consistency of friends and the kind of adult support a school can provide that much more important — and its absence, that much more destabilizing.\u003c/p>\n\u003cp>\u003cstrong>\"There is nothing equitable about distance learning\"\u003c/strong>\u003c/p>\n\u003cp>None of this is news to school leaders, who say it is these children — their most vulnerable students — who keep them up at night with worry.\u003c/p>\n\u003cp>In Eatonville, Wash., which sits in the shadow of Mount Rainier, school superintendent Krestin Bahr remembers two children in particular. Last spring, with schools closed, they had come to pick up their free meals, then lingered outside the elementary school so they could use the Wi-Fi to work.\u003c/p>\n\u003cp>\"It was freezing cold,\" Bahr remembers. \"They were huddled right in the doorway up against the closed doors... We knew that the family was living in their car, but they didn't have any connectivity. It just tore my heart. I thought, 'You know what? That just cannot happen in America.' \"\u003c/p>\n\u003cp>In her remote town, Bahr says school is the only social safety net for homeless youth. After seeing those two students, huddled in the cold, she told herself: \"We are never closing our doors again... It's our moral obligation.\"\u003c/p>\n\u003cp>This fall, as Bahr has slowly reopened Eatonville's schools, she quickly welcomed her most vulnerable students back into the buildings so they could at least log onto district Wi-Fi and stream their lessons from the safety of the cafeteria.\u003c/p>\n\u003cfigure id=\"attachment_56756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-29_slide-e5e42058a076cd8cd5be9bbb40164840916f1fef-scaled-e1602136060408.jpg\" alt=\"Saint Johnsbury School\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Two of Shefer's children recently began attending in-person classes at St. Johnsbury School two to three days a week. With that time, Shefer hopes to re-focus on finding work. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several school leaders say the toll of closing schools haunted them this summer, as they debated how and when to reopen. They understood that, for their most at-risk kids, especially students who are homeless, closing schools put them at even greater risk — of falling behind academically, not eating three healthy meals a day and experiencing abuse or trauma.\u003c/p>\n\u003cp>\"There is nothing equitable about distance learning for children and youth who are homeless,\" says Barbara Duffield, the head of \u003ca href=\"https://www.schoolhouseconnection.org/about/our-team/\">SchoolHouse Connection\u003c/a>, a national nonprofit that advocates for homeless youth. \"The cost of keeping everyone safe is costing some children much more.\"\u003c/p>\n\u003cp>Even in a pandemic, Duffield says, schools must do more to serve students experiencing homelessness. It's not only the right thing to do, she says, it's required by the \u003ca href=\"https://www.schoolhouseconnection.org/mckinney-vento-act/\">McKinney-Vento Act\u003c/a>, a federal law that guarantees homeless children the ability to go to school, no matter where they're staying, what paperwork they have or whether they have a parent with them.\u003c/p>\n\u003cp>\"Even though schools are closed right now, it's still a lifeline,\" Duffield says of the law. \"It's been consistent, and it's not implemented everywhere well or at all.\"\u003c/p>\n\u003cp>That's another reason many districts that remain closed for the majority of kids are slowly re-opening for students who are homeless.\u003c/p>\n\u003cp>Vanessa Shefer's new district, in Vermont, is now open part-time. Her kids recently began attending in-person two to three days a week. With that time, Shefer hopes to re-focus on finding work and completing her certification to become an EMT, her dream job.\u003c/p>\n\u003cp>Julie White's granddaughter also just began in-person classes at a new school, full-time. At first, White says, the 11-year-old was scared — of having to make friends and of contracting COVID-19. \"But not anymore,\" her granddaughter says. \"I love the new friends I just made, and I even ran into some old ones.\"\u003c/p>\n\u003cp>In Flagstaff, Rebekah Lopez and her husband now send their two children and niece to a district-run learning center, where they can at least access Wi-Fi while they continue remote learning. It's an improvement, Lopez says, but she's still worried about the ground they lost.\u003c/p>\n\u003cp>\"They're not getting the education that they need.\"\u003c/p>\n\u003cp>And in Cincinnati, where Freda has struggled to work and help her kids with remote learning, plans to reopen schools were \u003ca href=\"https://www.cps-k12.org/news/backtoschool\">recently scuttled\u003c/a> because of rising infection rates.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"My children are devastated,\" she says. \"\u003cem>I'm\u003c/em> devastated.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeless+Families+Struggle+With+Impossible+Choices+As+School+Closures+Continue&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The closure of school buildings in response to the coronavirus has been disruptive and inconvenient for many families, but for those living in homeless shelters or hotel rooms — including \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">roughly 1.5 million\u003c/a> school-aged children — the shuttering of classrooms and cafeterias has been disastrous.\u003c/p>\n\u003cp>For Rachel, a 17-year-old sharing a hotel room in Cincinnati with her mother, the disaster has been academic. Her school gave her a laptop, but \"hotel Wi-Fi is the worst,\" she says. \"Every three seconds [my teacher is] like, 'Rachel, you're glitching. Rachel, you're not moving.'\"\u003c/p>\n\u003cp>For Vanessa Shefer, the disaster has made her feel \"defeated.\" Since May, when the family home burned, she and her four children have stayed in a hotel, a campground and recently left rural New Hampshire to stay with extended family in St. Johnsbury, Vt. Her kids ask, \"When are we going to have a home?\" But Shefer says she can't afford a \"home\" without a good-paying job, and she can't get a job while her kids need help with school.\u003c/p>\n\u003cp>For this story, NPR spoke with students, parents, caregivers, shelter managers and school leaders across the country about what it means, in this moment, to be homeless and schoolless.\u003c/p>\n\u003cfigure id=\"attachment_56753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-49_slide-6cba54068f12a337a80fab9f81493c0ddecd3a9b-scaled-e1602135895714.jpg\" alt=\"Parent walks with child alongside river\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Shefer (right) walks with her family along the Passumpsic River in St. Johnsbury, Vt. \u003ccite>(Ian Thomas Janssen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"How do you choose between working and ... your child's education?\"\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Remote learning can be difficult for children without an adult at home to supervise everything from logging on to the learning itself. The past six months have put all parents and caregivers in a bind, but many families who are homeless now find themselves in an impossible situation.\u003c/p>\n\u003cp>\"How do you choose between working and providing for your family, and your child's education? I mean, what is your priority?\" says Patricia Rivera, a former Chicago Public Schools social worker and founder of \u003ca href=\"http://www.chicagohopesforkids.org/\">Chicago HOPES For Kids\u003c/a>, an afterschool program for homeless youth.\u003c/p>\n\u003cp>Rivera points out that many homeless shelters don't allow parents to leave their children while they go to work. In the past, kids have simply gone to school or parents have found low-cost childcare. But, because of the pandemic, those options have disappeared for many families.\u003c/p>\n\u003cp>Parents and caregivers experiencing homelessness are also more likely to work low-wage jobs that cannot be done remotely and that offer little schedule flexibility.\u003c/p>\n\u003cp>In May, Vanessa Shefer felt torn between her job at Dollar Tree and helping her kids with remote learning. \"It was just getting crazy,\" she remembers. She would work from 6 a.m. to 2 p.m. \"When the kids were having to log on, I just had to trust that that's what was happening there.\"\u003c/p>\n\u003cfigure id=\"attachment_56754\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg\" alt=\"\" width=\"200\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74-160x239.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shefer says she can't afford a home for her kids without a good-paying job — and she can't get a job while her kids need help with school. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids' father dropped in to help, Shefer says, but their two eldest sons struggled. Both have specialized education plans, and both had trouble navigating school online.\u003c/p>\n\u003cp>\"It's hard for them to grasp what to do,\" Shefer says. \"And they get frustrated and give up before they even try... My children were required to have four Zoom meetings a day with different teachers, and all of them assigned work. So it was too much.\"\u003c/p>\n\u003cp>Shefer ultimately chose to quit her job to be with her children full-time.\u003c/p>\n\u003cp>April, a mother in Chatham, N.J., also felt torn about leaving her children, in her case to look for work. She and her four kids were placed in a cramped hotel room earlier this year, after they lost their home. She described her experience to federal lawmakers in a July \u003ca href=\"https://www.youtube.com/watch?v=gvFUSKlKUHc&feature=youtu.be\">online briefing\u003c/a>, in which she was identified only by her first name. She recalled riding the train, looking for work in the midst of the pandemic, and her kids calling, \"complaining, 'We can't log on. The Internet's not working.'\"\u003c/p>\n\u003cp>The hotel was about 45 minutes away from their school, April said. \"My kids had nowhere to go, nowhere to be, no outlet. I found a job, and they were angry at me because I'm leaving and they can't.\"\u003c/p>\n\u003cfigure id=\"attachment_56755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-43_slide-652f06771ef0b80dd771b6e27ba6628edf9c6fc0-scaled-e1602135993567.jpg\" alt=\"Passumpsic River in Saint Johnsbury, Vermont \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Shefer and her family moved to St. Johnsbury from rural New Hampshire to stay with extended family. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A struggle to get online\u003c/strong>\u003c/p>\n\u003cp>Even if they don't need adult supervision, every student trying to learn remotely \u003cem>must\u003c/em> have access to a computer and the Internet. While many districts have provided the former, several families experiencing homelessness tell NPR they still struggle to get online.\u003c/p>\n\u003cp>Freda, in Cincinnati, says her five children have tablets, thanks to their district, and free Wi-Fi, thanks to a partnership between the schools and the service provider, Cincinnati Bell. But the download speed is too slow for all of them to use at once, Freda says. \"It sucks. Bad.\" (We aren't using Freda's last name because she and her children say they fear the societal stigma that's sometimes associated with homelessness.)\u003c/p>\n\u003cp>April told lawmakers the poor Wi-Fi at her hotel discouraged her kids from participating in online learning.\u003c/p>\n\u003cp>\"It was just impossible. They just didn't want to do the work at all because they felt so hopeless. I had nothing to take away from them if they didn't do their work. What was I going to take away? Nothing.\"\u003c/p>\n\u003cp>Rebekah Lopez, a mother in Flagstaff, Ariz., is especially worried about her 7-year-old daughter falling behind. They've been living in a camper, without steady Internet. When schools moved online in the spring, learning essentially stopped for Lopez's family.\u003c/p>\n\u003cp>\"I feel like [my children] have kind of regressed since all this has happened because they haven't been in school like they should be,\" Lopez says.\u003c/p>\n\u003cp>Even in districts that are handing out Internet hotspots, families experiencing homelessness may not know about the giveaways because they've moved, often farther from a school, as they search for stable housing, and may not have reliable access to email or a phone.\u003c/p>\n\u003cp>\u003cstrong>The consistency of school\u003c/strong>\u003c/p>\n\u003cp>For children experiencing homelessness, the greatest challenge of remote learning may not be logistical at all — but emotional.\u003c/p>\n\u003cp>Freda and her children — ages 17, 13, 11, 9 and 7 — share the front room of a friend's apartment, sleeping on the floor on pads of bunched-up comforters. A few weeks ago, she and her youngest were watching a cartoon, about a group of friends playing, when her son said, \"I miss school. When are we going back?\"\u003c/p>\n\u003cp>Freda knew immediately what he meant. He missed his friends. He missed his teachers. He missed the familiarity of the building itself.\u003c/p>\n\u003cp>Life in a shelter, hotel or a distant relative's home can be isolating for a child if they're not living near friends. Freda says the place they're living now is far from school, and her kids have not been able to play with friends. Many families don't have transportation either, and, with public transit still disrupted, the social isolation will continue until in-person school resumes.\u003c/p>\n\u003cp>\"[School] gives them that stability,\" says Julie White, who lost her home to Hurricane Harvey in 2017, and is living in a shelter in Bastrop, Texas, with her 18-year-old daughter and 11-year-old granddaughter. A few weeks ago, her granddaughter told her, \"'I really want to go back to school. I just don't like being away from people.'\"\u003c/p>\n\u003cp>Making matters worse, many children living through homelessness had already experienced stress and trauma \u003cem>before\u003c/em> the pandemic — from changing addresses, food insecurity and physical or emotional abuse. That makes the consistency of friends and the kind of adult support a school can provide that much more important — and its absence, that much more destabilizing.\u003c/p>\n\u003cp>\u003cstrong>\"There is nothing equitable about distance learning\"\u003c/strong>\u003c/p>\n\u003cp>None of this is news to school leaders, who say it is these children — their most vulnerable students — who keep them up at night with worry.\u003c/p>\n\u003cp>In Eatonville, Wash., which sits in the shadow of Mount Rainier, school superintendent Krestin Bahr remembers two children in particular. Last spring, with schools closed, they had come to pick up their free meals, then lingered outside the elementary school so they could use the Wi-Fi to work.\u003c/p>\n\u003cp>\"It was freezing cold,\" Bahr remembers. \"They were huddled right in the doorway up against the closed doors... We knew that the family was living in their car, but they didn't have any connectivity. It just tore my heart. I thought, 'You know what? That just cannot happen in America.' \"\u003c/p>\n\u003cp>In her remote town, Bahr says school is the only social safety net for homeless youth. After seeing those two students, huddled in the cold, she told herself: \"We are never closing our doors again... It's our moral obligation.\"\u003c/p>\n\u003cp>This fall, as Bahr has slowly reopened Eatonville's schools, she quickly welcomed her most vulnerable students back into the buildings so they could at least log onto district Wi-Fi and stream their lessons from the safety of the cafeteria.\u003c/p>\n\u003cfigure id=\"attachment_56756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-29_slide-e5e42058a076cd8cd5be9bbb40164840916f1fef-scaled-e1602136060408.jpg\" alt=\"Saint Johnsbury School\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Two of Shefer's children recently began attending in-person classes at St. Johnsbury School two to three days a week. With that time, Shefer hopes to re-focus on finding work. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several school leaders say the toll of closing schools haunted them this summer, as they debated how and when to reopen. They understood that, for their most at-risk kids, especially students who are homeless, closing schools put them at even greater risk — of falling behind academically, not eating three healthy meals a day and experiencing abuse or trauma.\u003c/p>\n\u003cp>\"There is nothing equitable about distance learning for children and youth who are homeless,\" says Barbara Duffield, the head of \u003ca href=\"https://www.schoolhouseconnection.org/about/our-team/\">SchoolHouse Connection\u003c/a>, a national nonprofit that advocates for homeless youth. \"The cost of keeping everyone safe is costing some children much more.\"\u003c/p>\n\u003cp>Even in a pandemic, Duffield says, schools must do more to serve students experiencing homelessness. It's not only the right thing to do, she says, it's required by the \u003ca href=\"https://www.schoolhouseconnection.org/mckinney-vento-act/\">McKinney-Vento Act\u003c/a>, a federal law that guarantees homeless children the ability to go to school, no matter where they're staying, what paperwork they have or whether they have a parent with them.\u003c/p>\n\u003cp>\"Even though schools are closed right now, it's still a lifeline,\" Duffield says of the law. \"It's been consistent, and it's not implemented everywhere well or at all.\"\u003c/p>\n\u003cp>That's another reason many districts that remain closed for the majority of kids are slowly re-opening for students who are homeless.\u003c/p>\n\u003cp>Vanessa Shefer's new district, in Vermont, is now open part-time. Her kids recently began attending in-person two to three days a week. With that time, Shefer hopes to re-focus on finding work and completing her certification to become an EMT, her dream job.\u003c/p>\n\u003cp>Julie White's granddaughter also just began in-person classes at a new school, full-time. At first, White says, the 11-year-old was scared — of having to make friends and of contracting COVID-19. \"But not anymore,\" her granddaughter says. \"I love the new friends I just made, and I even ran into some old ones.\"\u003c/p>\n\u003cp>In Flagstaff, Rebekah Lopez and her husband now send their two children and niece to a district-run learning center, where they can at least access Wi-Fi while they continue remote learning. It's an improvement, Lopez says, but she's still worried about the ground they lost.\u003c/p>\n\u003cp>\"They're not getting the education that they need.\"\u003c/p>\n\u003cp>And in Cincinnati, where Freda has struggled to work and help her kids with remote learning, plans to reopen schools were \u003ca href=\"https://www.cps-k12.org/news/backtoschool\">recently scuttled\u003c/a> because of rising infection rates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My children are devastated,\" she says. \"\u003cem>I'm\u003c/em> devastated.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeless+Families+Struggle+With+Impossible+Choices+As+School+Closures+Continue&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\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\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\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\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/magicalmsmurphy/status/1308875913665425410\u003c/p>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n",
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"excerpt": "Educators and parents are in search of tools to help with learning, especially during distance learning. Justin Reich of MIT's Teaching Systems Lab explains in his new book, \"Failure to Disrupt: Why Technology Alone Can't Transform Education,\" the limitations of technology and why changes to teaching and learning happen incrementally. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \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\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \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\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Enrollment at U.S. community colleges has dropped nearly 8 percent this fall, newly released figures show, part of an overall decline in undergraduate enrollment as students face a global pandemic and the worst economic recession in decades.\u003c/p>\n\u003cp>Often, enrollment in higher education spikes in times of high unemployment and recession, as students seek additional job skills and postpone entering the workforce. But the pandemic has overturned those traditional calculations, according to preliminary data from the National Student Clearinghouse Research Center, which tracks college enrollment.\u003c/p>\n\u003cp>Hardest hit were community colleges, which traditionally serve lower-income students and those seeking additional career skills. The enrollment drop comes as many of those schools face a host of new financial pressures.\u003c/p>\n\u003cp>\"Those are institutions that were already operating in many cases on very thin margins even before the pandemic,\" says Doug Shapiro, who leads the research center at the Clearinghouse. He says the community college numbers are \"most worrisome,\" because of the students they tend to serve.\u003c/p>\n\u003cp>\"It's a matter of critical concern if even these kinds of traditional on-ramps to higher education for low income students are becoming inaccessible,\" Shapiro adds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Throughout the summer, community college presidents told me they didn't know what to expect when it came to fall enrollment, though several were optimistic. In past recessions, community colleges in particular saw a boost, from students either priced out of other institutions or seeking job training to pivot to another career.\u003c/p>\n\u003cp>\"As time drags on and we're still seeing millions of unemployed,\" Shapiro says, \"I just think that we're ever going to get to the point where many [potential students] are in a position, or confident enough about the future, to say this is a good time to go back to school.\"\u003c/p>\n\u003cp>Many community colleges are holding courses primarily online this fall, which may also be a big part of why enrollment has dropped, he explains. \"Many of the students don't have good Internet access to begin with, much less a good place in which to study and not be interrupted at home.\"\u003c/p>\n\u003cp>In addition to community colleges, other types of institutions are also enrolling fewer students. Attendance in private, nonprofit four-year schools is down 3.8% from last year. Overall, public, four-year colleges are doing much better, with an enrollment drop of just 0.4%, but that flatline also depends on where a university is located: At rural, 4-year publics, enrollment fell 4%.\u003c/p>\n\u003cp>There is some good news: overall, enrollment in graduate programs is up about 4% from last year — most of that increase can be attributed to short-term programs like post-baccalaureates and certificates, a sign that perhaps recent college graduates wanted to stave off the job market just a bit longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The preliminary data from the Clearinghouse represents about 3.6 million students at 629 colleges — that's nearly 22% of all the schools that typically report. The organization will release numbers again in October, as more colleges provide their fall data.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fewer+Students+Are+Going+To+Community+College%2C+Despite+High+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Enrollment at U.S. community colleges has dropped nearly 8 percent this fall, newly released figures show, part of an overall decline in undergraduate enrollment as students face a global pandemic and the worst economic recession in decades.\u003c/p>\n\u003cp>Often, enrollment in higher education spikes in times of high unemployment and recession, as students seek additional job skills and postpone entering the workforce. But the pandemic has overturned those traditional calculations, according to preliminary data from the National Student Clearinghouse Research Center, which tracks college enrollment.\u003c/p>\n\u003cp>Hardest hit were community colleges, which traditionally serve lower-income students and those seeking additional career skills. The enrollment drop comes as many of those schools face a host of new financial pressures.\u003c/p>\n\u003cp>\"Those are institutions that were already operating in many cases on very thin margins even before the pandemic,\" says Doug Shapiro, who leads the research center at the Clearinghouse. He says the community college numbers are \"most worrisome,\" because of the students they tend to serve.\u003c/p>\n\u003cp>\"It's a matter of critical concern if even these kinds of traditional on-ramps to higher education for low income students are becoming inaccessible,\" Shapiro adds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the summer, community college presidents told me they didn't know what to expect when it came to fall enrollment, though several were optimistic. In past recessions, community colleges in particular saw a boost, from students either priced out of other institutions or seeking job training to pivot to another career.\u003c/p>\n\u003cp>\"As time drags on and we're still seeing millions of unemployed,\" Shapiro says, \"I just think that we're ever going to get to the point where many [potential students] are in a position, or confident enough about the future, to say this is a good time to go back to school.\"\u003c/p>\n\u003cp>Many community colleges are holding courses primarily online this fall, which may also be a big part of why enrollment has dropped, he explains. \"Many of the students don't have good Internet access to begin with, much less a good place in which to study and not be interrupted at home.\"\u003c/p>\n\u003cp>In addition to community colleges, other types of institutions are also enrolling fewer students. Attendance in private, nonprofit four-year schools is down 3.8% from last year. Overall, public, four-year colleges are doing much better, with an enrollment drop of just 0.4%, but that flatline also depends on where a university is located: At rural, 4-year publics, enrollment fell 4%.\u003c/p>\n\u003cp>There is some good news: overall, enrollment in graduate programs is up about 4% from last year — most of that increase can be attributed to short-term programs like post-baccalaureates and certificates, a sign that perhaps recent college graduates wanted to stave off the job market just a bit longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The preliminary data from the Clearinghouse represents about 3.6 million students at 629 colleges — that's nearly 22% of all the schools that typically report. The organization will release numbers again in October, as more colleges provide their fall data.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fewer+Students+Are+Going+To+Community+College%2C+Despite+High+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Dashboard Tracks Coronavirus Cases In Schools Across 47 States",
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"content": "\u003cp>A new national effort asks K-12 schools to voluntarily — and anonymously — report their confirmed and suspected coronavirus cases, along with the safety strategies they're using.\u003c/p>\n\u003cp>Opening schools safely in person is seen as key to restarting the economy and recovering the learning loss that has fallen most heavily on marginalized groups of students. There are also many fears associated with reopening — of severe illness among vulnerable staff and family members, and of stoking broader outbreaks, as \u003ca href=\"https://www.forbes.com/sites/jemimamcevoy/2020/09/11/19-of-the-25-worst-us-coronavirus-outbreaks-are-in-college-towns/#2e3949161df7\">seems to have happened\u003c/a> where colleges have reopened in person.\u003c/p>\n\u003cp>The \u003ca href=\"http://qualtrics.com/covid-school-dashboard\">COVID-19 School Response Dashboard\u003c/a>, which NPR is reporting on exclusively, was created with the help of several national education organizations. Right now it shows an average of 230 cases per 100,000 students, and 490 per 100,000 staff members, in the first two weeks of September. The responses come from public, private and charter schools in 47 states, serving roughly 200,000 students both in person and online, as of Tuesday, Sept. 22.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56687\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png\" alt=\"\" width=\"949\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png 949w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--800x517.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--768x496.png 768w\" sizes=\"(max-width: 949px) 100vw, 949px\">\u003c/a>\u003c/p>\n\u003cp>As of right now, this sample is a tiny fraction of the more than 56 million K-12 students in the United States. But the dashboard will be continuously updated, and the number of schools participating is expected to grow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Emily Oster, an economist at Brown University, is spearheading the effort. She is known for her popular writing on data and science literacy for parents. She said she got involved in independent data collection on coronavirus cases in schools because \"other people weren't doing it.\" Eventually, the School Superintendents Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals and groups representing charter and independent schools joined forces to urge school leaders to contribute. A software company called Qualtrics did the analysis.\u003c/p>\n\u003cp>Oster says the key difference with this dashboard, as opposed to \u003ca href=\"https://experience.arcgis.com/experience/fb52d598982f41faac714b5ebe32e7d1?data_id=dataSource_1-USA_COVID19_School_Monitor_Case_Reports_251%3A2546\">other data collection efforts\u003c/a> and some media reports, is that it highlights not just raw case numbers but also infection rates — cases as a percentage of total in-person attendance for students and staff members. Plus, it provides some of the broader context, for example: Just how are schools opening? What kinds of hybrid policies do schools have? What kinds of mitigation factors are schools undertaking?\u003c/p>\n\u003cp>Oster hopes that the number of schools participating will grow significantly, from hundreds to thousands of schools, and that the data will give insights into trends over time. Eventually, she hopes, the information will be able to \"say something like, 'Which of these mitigation factors are associated with lower infection rates in schools?' — which I think will help schools that are still closed try to open safely.\"\u003c/p>\n\u003cp>\"I think it is a really worthwhile and good effort,\" said Danielle Zerr, a pediatrician at Seattle Children's Hospital and a professor of epidemiology at the University of Washington, who is not involved in the dashboard. But, she said, the project is useful only relatively speaking, in the context of the general lack of a robust national testing, tracing or data-collection effort for schools. \"There's nothing systematic, that I'm aware of anyway, to really evaluate how we bring children back safely.\"\u003c/p>\n\u003cp>Here's a closer look at some key metrics within the database:\u003c/p>\n\u003cp>\u003cstrong>Infection rate among students\u003c/strong>\u003c/p>\n\u003cp>Schools that have brought students back in person reported a total of 230 cases among just under 100,000 students who attended school in person during the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56686\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png\" alt=\"\" width=\"919\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png 919w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--800x463.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--768x445.png 768w\" sizes=\"(max-width: 919px) 100vw, 919px\">\u003c/a>\u003c/p>\n\u003cp>According to\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/indicators.html#thresholds\"> guidance \u003c/a>from the Centers for Disease Control and Prevention on school reopening, 230 cases per 100,000 over two weeks falls into the red or \"highest risk\" category.\u003c/p>\n\u003cp>If expressed as a daily case rate, that would be 16.4 cases per 100,000 people per day, which falls in the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"orange\" or next-to-highest risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>It's important to underline, though, that just 77 of these 230 cases were confirmed by coronavirus tests — the bulk are \"suspected\" cases, which could be run-of-the-mill colds or fevers.\u003c/p>\n\u003cp>The lack of readily available testing is a huge flaw in the myriad plans around the country for bringing kids back to school, says Zerr. \"If this country was interested in putting the right kind of resource behind such an effort, we would have testing available, we would make it very easy. We would require testing before bringing everybody back to school, and there would be regular testing.\"\u003c/p>\n\u003cp>\u003cstrong>Infection rate among staff\u003c/strong>\u003c/p>\n\u003cp>Schools in the database reported a raw total of approximately 130 cases among nearly 40,000 staff members over the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56685\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png\" alt=\"\" width=\"900\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png 900w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--768x479.png 768w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003c/a>\u003c/p>\n\u003cp>That rate is in the orange, or \"higher-risk\" category, according to the CDC school guidelines.\u003c/p>\n\u003cp>As a daily case rate, that would be 49 cases per 100,000 people per day, which is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/09/01/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">in\u003c/a> the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"red,\" or highest, risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>Again, the case numbers include just 44 confirmed cases and twice as many suspected infections.\u003c/p>\n\u003cp>About half of schools responding to the survey were running in person at reduced capacity to allow for some social distancing. About 1 in 4 were running in person at full capacity. The rest were remote only.\u003c/p>\n\u003cp>Interestingly, schools with remote-only learning plans reported an infection rate among staff similar to that of schools running at full capacity. This could indicate cases brought in from the community rather than contracted at school, Zerr suggested. On the other hand, Oster noted, in some places teachers are being asked to teach remotely from their classrooms and infections may be passed among adults in a building.\u003c/p>\n\u003cp>\u003cstrong>Mitigation strategies\u003c/strong>\u003c/p>\n\u003cp>The data collection asks schools that have brought students back in person which policies they have \u003ca href=\"https://www.npr.org/sections/health-shots/2020/08/06/897295450/how-safe-is-your-schools-reopening-plan-here-s-what-to-look-for\">put in place \u003c/a>to stop the virus's spread. One of the most common policies, wearing masks, is considered very effective by experts. Yet fewer than half of schools say they're doing social distancing, which is another key strategy touted by experts.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56684\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png\" alt=\"\" width=\"2383\" height=\"3133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png 2383w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--800x1052.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1020x1341.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--160x210.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--768x1010.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1168x1536.png 1168w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1558x2048.png 1558w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1920x2524.png 1920w\" sizes=\"(max-width: 2383px) 100vw, 2383px\">\u003c/a>\u003c/p>\n\u003cp>By tracking the reported use of these strategies along with reported infections, says Zerr, over time you could potentially learn which strategies are most effective.\u003c/p>\n\u003cp>However, Zerr says that self-reporting isn't the best way to find out what schools and students are actually doing. Are masks worn by all students and staff members all day, for example, or do they droop to the chin when kids are changing classes? \"If you were to do things robustly, you'd have boots on the ground going in there and assessing to what degree any of these mitigation strategies are actually happening.\"\u003c/p>\n\u003cp>And there's an additional problem: Schools that are most zealous about mitigation might also have more resources to devote to testing, which might turn up more cases, making them look worse in the database.\u003c/p>\n\u003cp>\u003cstrong>Traditional public schools report less use of safety strategies\u003c/strong>\u003c/p>\n\u003cp>No matter what mitigation strategy you look at — masking, distancing, temperature checks — private and charter schools reported following those measures at much higher levels than traditional public schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This may be a function of having more resources, especially when it comes to options like holding classes outdoors. Or it may be that schools of choice have more leeway when it comes to imposing these requirements on students.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Dashboard+Tracks+Coronavirus+Cases+In+Schools+Across+47+States&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new national effort asks K-12 schools to voluntarily — and anonymously — report their confirmed and suspected coronavirus cases, along with the safety strategies they're using.\u003c/p>\n\u003cp>Opening schools safely in person is seen as key to restarting the economy and recovering the learning loss that has fallen most heavily on marginalized groups of students. There are also many fears associated with reopening — of severe illness among vulnerable staff and family members, and of stoking broader outbreaks, as \u003ca href=\"https://www.forbes.com/sites/jemimamcevoy/2020/09/11/19-of-the-25-worst-us-coronavirus-outbreaks-are-in-college-towns/#2e3949161df7\">seems to have happened\u003c/a> where colleges have reopened in person.\u003c/p>\n\u003cp>The \u003ca href=\"http://qualtrics.com/covid-school-dashboard\">COVID-19 School Response Dashboard\u003c/a>, which NPR is reporting on exclusively, was created with the help of several national education organizations. Right now it shows an average of 230 cases per 100,000 students, and 490 per 100,000 staff members, in the first two weeks of September. The responses come from public, private and charter schools in 47 states, serving roughly 200,000 students both in person and online, as of Tuesday, Sept. 22.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56687\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png\" alt=\"\" width=\"949\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png 949w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--800x517.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--768x496.png 768w\" sizes=\"(max-width: 949px) 100vw, 949px\">\u003c/a>\u003c/p>\n\u003cp>As of right now, this sample is a tiny fraction of the more than 56 million K-12 students in the United States. But the dashboard will be continuously updated, and the number of schools participating is expected to grow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Emily Oster, an economist at Brown University, is spearheading the effort. She is known for her popular writing on data and science literacy for parents. She said she got involved in independent data collection on coronavirus cases in schools because \"other people weren't doing it.\" Eventually, the School Superintendents Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals and groups representing charter and independent schools joined forces to urge school leaders to contribute. A software company called Qualtrics did the analysis.\u003c/p>\n\u003cp>Oster says the key difference with this dashboard, as opposed to \u003ca href=\"https://experience.arcgis.com/experience/fb52d598982f41faac714b5ebe32e7d1?data_id=dataSource_1-USA_COVID19_School_Monitor_Case_Reports_251%3A2546\">other data collection efforts\u003c/a> and some media reports, is that it highlights not just raw case numbers but also infection rates — cases as a percentage of total in-person attendance for students and staff members. Plus, it provides some of the broader context, for example: Just how are schools opening? What kinds of hybrid policies do schools have? What kinds of mitigation factors are schools undertaking?\u003c/p>\n\u003cp>Oster hopes that the number of schools participating will grow significantly, from hundreds to thousands of schools, and that the data will give insights into trends over time. Eventually, she hopes, the information will be able to \"say something like, 'Which of these mitigation factors are associated with lower infection rates in schools?' — which I think will help schools that are still closed try to open safely.\"\u003c/p>\n\u003cp>\"I think it is a really worthwhile and good effort,\" said Danielle Zerr, a pediatrician at Seattle Children's Hospital and a professor of epidemiology at the University of Washington, who is not involved in the dashboard. But, she said, the project is useful only relatively speaking, in the context of the general lack of a robust national testing, tracing or data-collection effort for schools. \"There's nothing systematic, that I'm aware of anyway, to really evaluate how we bring children back safely.\"\u003c/p>\n\u003cp>Here's a closer look at some key metrics within the database:\u003c/p>\n\u003cp>\u003cstrong>Infection rate among students\u003c/strong>\u003c/p>\n\u003cp>Schools that have brought students back in person reported a total of 230 cases among just under 100,000 students who attended school in person during the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56686\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png\" alt=\"\" width=\"919\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png 919w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--800x463.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--768x445.png 768w\" sizes=\"(max-width: 919px) 100vw, 919px\">\u003c/a>\u003c/p>\n\u003cp>According to\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/indicators.html#thresholds\"> guidance \u003c/a>from the Centers for Disease Control and Prevention on school reopening, 230 cases per 100,000 over two weeks falls into the red or \"highest risk\" category.\u003c/p>\n\u003cp>If expressed as a daily case rate, that would be 16.4 cases per 100,000 people per day, which falls in the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"orange\" or next-to-highest risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>It's important to underline, though, that just 77 of these 230 cases were confirmed by coronavirus tests — the bulk are \"suspected\" cases, which could be run-of-the-mill colds or fevers.\u003c/p>\n\u003cp>The lack of readily available testing is a huge flaw in the myriad plans around the country for bringing kids back to school, says Zerr. \"If this country was interested in putting the right kind of resource behind such an effort, we would have testing available, we would make it very easy. We would require testing before bringing everybody back to school, and there would be regular testing.\"\u003c/p>\n\u003cp>\u003cstrong>Infection rate among staff\u003c/strong>\u003c/p>\n\u003cp>Schools in the database reported a raw total of approximately 130 cases among nearly 40,000 staff members over the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56685\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png\" alt=\"\" width=\"900\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png 900w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--768x479.png 768w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003c/a>\u003c/p>\n\u003cp>That rate is in the orange, or \"higher-risk\" category, according to the CDC school guidelines.\u003c/p>\n\u003cp>As a daily case rate, that would be 49 cases per 100,000 people per day, which is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/09/01/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">in\u003c/a> the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"red,\" or highest, risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>Again, the case numbers include just 44 confirmed cases and twice as many suspected infections.\u003c/p>\n\u003cp>About half of schools responding to the survey were running in person at reduced capacity to allow for some social distancing. About 1 in 4 were running in person at full capacity. The rest were remote only.\u003c/p>\n\u003cp>Interestingly, schools with remote-only learning plans reported an infection rate among staff similar to that of schools running at full capacity. This could indicate cases brought in from the community rather than contracted at school, Zerr suggested. On the other hand, Oster noted, in some places teachers are being asked to teach remotely from their classrooms and infections may be passed among adults in a building.\u003c/p>\n\u003cp>\u003cstrong>Mitigation strategies\u003c/strong>\u003c/p>\n\u003cp>The data collection asks schools that have brought students back in person which policies they have \u003ca href=\"https://www.npr.org/sections/health-shots/2020/08/06/897295450/how-safe-is-your-schools-reopening-plan-here-s-what-to-look-for\">put in place \u003c/a>to stop the virus's spread. One of the most common policies, wearing masks, is considered very effective by experts. Yet fewer than half of schools say they're doing social distancing, which is another key strategy touted by experts.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56684\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png\" alt=\"\" width=\"2383\" height=\"3133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png 2383w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--800x1052.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1020x1341.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--160x210.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--768x1010.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1168x1536.png 1168w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1558x2048.png 1558w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1920x2524.png 1920w\" sizes=\"(max-width: 2383px) 100vw, 2383px\">\u003c/a>\u003c/p>\n\u003cp>By tracking the reported use of these strategies along with reported infections, says Zerr, over time you could potentially learn which strategies are most effective.\u003c/p>\n\u003cp>However, Zerr says that self-reporting isn't the best way to find out what schools and students are actually doing. Are masks worn by all students and staff members all day, for example, or do they droop to the chin when kids are changing classes? \"If you were to do things robustly, you'd have boots on the ground going in there and assessing to what degree any of these mitigation strategies are actually happening.\"\u003c/p>\n\u003cp>And there's an additional problem: Schools that are most zealous about mitigation might also have more resources to devote to testing, which might turn up more cases, making them look worse in the database.\u003c/p>\n\u003cp>\u003cstrong>Traditional public schools report less use of safety strategies\u003c/strong>\u003c/p>\n\u003cp>No matter what mitigation strategy you look at — masking, distancing, temperature checks — private and charter schools reported following those measures at much higher levels than traditional public schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This may be a function of having more resources, especially when it comes to options like holding classes outdoors. Or it may be that schools of choice have more leeway when it comes to imposing these requirements on students.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Dashboard+Tracks+Coronavirus+Cases+In+Schools+Across+47+States&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'I'm Only 1 Person': Teachers Feel Torn Between Their Students And Their Own Kids",
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"content": "\u003cp>I catch Patricia Stamper with a Zoom meeting going in the background and a child at her knee asking for attention. Stamper works as a teacher's assistant for special education students in the Washington, D.C., public schools.\u003c/p>\n\u003cp>These days, her virtual classroom is at home — and so is her toddler, who has a genetic disorder called Noonan syndrome, and her kindergartner, who receives speech therapy. Her husband works outside the home at a golf course.\u003c/p>\n\u003cp>Stamper says her older son can't sit still for three to four hours a day of screen-based learning. The other day, while she was working, he started acting up, imitating his favorite YouTube star. Soon the teacher was texting her — her son was nearly kicked out of virtual class. \"It's hard to check him,\" she says. \"I'm trying to do my job and, you know, bounce back and forth, but I'm only one person.\"\u003c/p>\n\u003cp>There are more than 4 million public, private and charter school teachers in the United States. The typical teacher is a woman in her early 40s. Over the summer, \u003ca href=\"https://www.npr.org/2020/08/06/898584176/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-onl\">NPR and Ipsos surveyed\u003c/a> a national sample of teachers, and we found that about half had children under 18 at home. Of those, 57% agreed with the statement: \"I cannot properly do my job from home while also taking care of my children.\"\u003c/p>\n\u003cp>And now that some students and teachers are returning to the classroom, the balance hasn't necessarily gotten any easier.\u003c/p>\n\u003cfigure id=\"attachment_56668\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56668\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stamper with her husband, Pete, and two sons at their home in Washington, D.C. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the school year began, NPR put out a call asking teachers who are also parents to tell us about their experiences. We heard back from nearly 100. They told us of losing colleagues to the coronavirus, staying up past midnight planning lessons and having nightmares about returning to school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We heard these feelings echoed from all over the United States. In places like El Paso, Texas, where Andrea Aguirre teaches sixth-grade English and has two children, one with Tourette syndrome: \"I have never worked harder in my life, the level of mental fatigue is tremendous and there is no downtime.\"\u003c/p>\n\u003cp>Billie Bininger is an elementary school computer science teacher and mother of two in Lancaster, Ohio. \"I have been working at my school full days, coming home and working until 12 to 3 in the morning for the past month,\" she told us. \"I worked about 16 hours just this past weekend. I'm exhausted and can't sleep because I'm so anxious about all the things that still need to be done.\"\u003c/p>\n\u003cp>And Geoff Bowman, a high school chemistry teacher in Hillsborough, N.C., with three elementary-age children, seemed to speak for many teachers when he summed up the dilemma: \"I love my kids; I love my students. Both deserve my full attention, but ultimately I'm falling short for both.\"\u003c/p>\n\u003cp>\u003cstrong>\"I just want to die\"\u003c/strong>\u003c/p>\n\u003cp>Bethany is a high school science teacher in New Jersey. Her husband teaches French at the same school, and they have three young sons, ages 8, 6 and 4. (We're not using their last name to protect the family's privacy.)\u003c/p>\n\u003cp>Like Bowman in North Carolina, Bethany was one of many teachers who told NPR they felt torn between their students' needs and the needs of their own children.\u003c/p>\n\u003cp>Last spring, she said some of her students were working long hours at essential jobs, taking care of siblings and/or sharing devices. As a result, they would often turn in their work late into the evening, and she then would have to stay up to grade it for the next day.\u003c/p>\n\u003cp>One student stopped handing in work altogether. When she finally tracked him down by phone, she says, he started crying and told her he was suicidal.\u003c/p>\n\u003cp>At the same time, her youngest child, a preschooler, developed a mysterious chronic skin condition. One evening in April, she was sitting in the emergency room with him when she got a message on her phone. \"One of my students was like, 'I need your help.' And I was like, 'I just can't right now.' And she was like, 'That's ridiculous. I'm telling my guidance counselor.' \"\u003c/p>\n\u003cp>She and her husband often found themselves working from 5 a.m. until midnight, responding to students and fitting their own children's schooling in between.\u003c/p>\n\u003cp>Bethany says her middle child, then a kindergartner, would often be doing lessons until bedtime. He became lonely, anxious and depressed. Then one day, he stopped eating. She said it took a few weeks to fully realize.\u003c/p>\n\u003cp>\"We were still working!\" she explains. \"So sometimes for dinnertime, we would plop them in front of the TV, or we would make them sit at the table with us while we were working.\"\u003c/p>\n\u003cp>One night, suspicious, she looked through the garbage and found napkins full of spit-out food. By that time, her son had lost significant weight.\u003c/p>\n\u003cp>She says he improved after he started seeing a therapist online. And while his school is still remote this fall, he has joined a travel soccer team for an important social outlet. But, Bethany says through tears, she'll never forget \"watching my kid lay in bed all day and saying, 'I just want to die.' \"\u003c/p>\n\u003cp>Melanie Goldberg, who teaches English as a new language in Brooklyn and has an only child, is one of the few teacher-parents who told NPR that she has chosen to prioritize her students' needs outright. Many of her students, she says, are recent immigrants and some are undocumented. She has spent hours on the phone helping them get set up with Internet service and deal with other immediate needs.\u003c/p>\n\u003cp>As for her own 9-year-old son, she says, \"He reads well. He's proficient in different subjects. His academics are not what I care about right now. I know that we will catch up later. Safety is important, our mental health is important and then my students.\"\u003c/p>\n\u003cfigure id=\"attachment_56669\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56669\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0367-02b37f32249f5b8092260936d826660cc7e32d6b-scaled-e1600414676379.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper helps her eldest son with schoolwork at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"Somebody gets the short end of the stick\"\u003c/strong>\u003c/p>\n\u003cp>Educators told us they worry about their safety and their families' safety. At the same time, they're facing new and difficult professional challenges. Many said they are used to working hard, used to having to improvise with few resources, but the lack of clarity from leadership at all levels is hitting particularly hard.\u003c/p>\n\u003cp>Patricia Stamper says what she needs, in the end, is some direction from her school district: \"Like, you let me know what you want me to do, and I'll figure out how to do it.\"\u003c/p>\n\u003cp>Simultaneously teaching online and in-person students is difficult. Schedules often don't line up, with teachers in the classroom full time and children part time. Or different schools will have different days in session.\u003c/p>\n\u003cp>As a result, child care costs are eating up salaries — for those who have money to spare to begin with. \"I'm going to work for health insurance,\" said Mike Vial, who teaches language arts in a rural county near Detroit. \"All my money is going to pay for child care.\"\u003c/p>\n\u003cp>His two children were excluded from a \"pod\" child care share with friends, he said, because of the risk he faced going into the classroom.\u003c/p>\n\u003cp>Brandi Scraper teaches in Oklahoma and is a single mother with five children ranging in age from 8 to 17. Since she herself is teaching in the classroom, \"I wanted to keep as many of my kids out of the classroom as possible to minimize our exposure,\" she said. \"I feel like they were the sacrifice.\"\u003c/p>\n\u003cp>Scraper sent only her youngest, twins, into in-person school, and they found out they were exposed to someone with COVID-19 after the second day. She and her twins stayed home for two weeks. They later tested negative, she told us, and meanwhile she kept supporting her students from home through quarantine.\u003c/p>\n\u003cp>Shana White teaches computer science to middle schoolers in suburban Atlanta. Currently, she wears a mask and a face shield and sits behind plexiglass at the back of the classroom. She has to teach students simultaneously online and in person.\u003c/p>\n\u003cp>\"It doesn't work,\" she says, \"but that's what they're forcing us to do.\"\u003c/p>\n\u003cp>The problem? \"You can't give proper attention to both groups equally. ... Somebody gets the short end of the stick.\"\u003c/p>\n\u003cp>White says her son and daughter are learning virtually while her husband works from home. She says it's killing their love of school: \"Every time in the morning when my son gets up, he goes, 'Oh my gosh, I have to do virtual school again.' And just hearing that from my 8-year-old, it breaks my heart.\"\u003c/p>\n\u003cp>But she also doesn't think it's safe to be learning in person, especially for her son, who has asthma. Every day after coming home, she showers and changes clothes before coming near her family, to avoid contamination.\u003c/p>\n\u003cp>\"I don't feel like it's safe to be in schools,\" she says. \"But we are a right-to-work state. As my job is requiring me to, I'm in here being as safe and cautious as I can.\"\u003c/p>\n\u003cfigure id=\"attachment_56671\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56671\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0316-37d215de7f40f83a8986929029add2f948531d87-scaled-e1600414725353.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper holds her younger son, 1, at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"People are vilifying educators\"\u003c/strong>\u003c/p>\n\u003cp>Adding to personal and professional struggles, teachers told us they're also feeling affected by public frustration and complaints about teachers.\u003c/p>\n\u003cp>\"People are vilifying educators,\" says Heather Cline, who teaches high school Spanish in Seattle and is the mother of a 6-year-old who was adopted from Azerbaijan and is an English-language learner. \"I'm beyond frustrated and overwhelmed, and I don't feel as if my district is supporting us educators nearly enough.\"\u003c/p>\n\u003cp>Melanie Goldberg in Brooklyn agrees: \"Even though I have friends who know that I'm a teacher, I still end up hearing the negative teacher talk a lot.\"\u003c/p>\n\u003cp>She says some more privileged families have a \"client\" mentality, expecting personalized service from their children's teachers. \"It's uninformed, and it's pretty mean, even though they know personally for me how much of a struggle it is or how unrealistic it would be for them to totally revamp their professional lives with no support.\"\u003c/p>\n\u003cp>Jessica, whose last name we're not using to protect her family's privacy, summed up the uncertainty that teachers who are parents are feeling, twice over, right now. \"The best way I can describe the entirety of this experience is just a giant mental seesaw.\"\u003c/p>\n\u003cp>Jessica is a math and reading intervention teacher who lives on a farm in rural Minnesota. She says she herself and her older daughter are on the autism spectrum, while her younger daughter has a disorder with some psychiatric symptoms called PANDAS.\u003c/p>\n\u003cp>Jessica has been going back and forth with her district about whether she'll be allowed an accommodation to teach from home — and going back and forth with herself about whether she should take one:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"One minute you're like: Yup, we're in person. I can do this. You know, it's not ethical for me to, like, desert my students and be unwilling to do something that's scary and makes me anxious because I'm selfish and I just don't feel like it. So I'm going to suck it up and do it. ... And the next minute, I see that we added seven cases in our county today, and I feel like, oh, my God, everybody's going to die!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Only+1+Person%27%3A+Teachers+Feel+Torn+Between+Their+Students+And+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I catch Patricia Stamper with a Zoom meeting going in the background and a child at her knee asking for attention. Stamper works as a teacher's assistant for special education students in the Washington, D.C., public schools.\u003c/p>\n\u003cp>These days, her virtual classroom is at home — and so is her toddler, who has a genetic disorder called Noonan syndrome, and her kindergartner, who receives speech therapy. Her husband works outside the home at a golf course.\u003c/p>\n\u003cp>Stamper says her older son can't sit still for three to four hours a day of screen-based learning. The other day, while she was working, he started acting up, imitating his favorite YouTube star. Soon the teacher was texting her — her son was nearly kicked out of virtual class. \"It's hard to check him,\" she says. \"I'm trying to do my job and, you know, bounce back and forth, but I'm only one person.\"\u003c/p>\n\u003cp>There are more than 4 million public, private and charter school teachers in the United States. The typical teacher is a woman in her early 40s. Over the summer, \u003ca href=\"https://www.npr.org/2020/08/06/898584176/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-onl\">NPR and Ipsos surveyed\u003c/a> a national sample of teachers, and we found that about half had children under 18 at home. Of those, 57% agreed with the statement: \"I cannot properly do my job from home while also taking care of my children.\"\u003c/p>\n\u003cp>And now that some students and teachers are returning to the classroom, the balance hasn't necessarily gotten any easier.\u003c/p>\n\u003cfigure id=\"attachment_56668\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56668\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stamper with her husband, Pete, and two sons at their home in Washington, D.C. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the school year began, NPR put out a call asking teachers who are also parents to tell us about their experiences. We heard back from nearly 100. They told us of losing colleagues to the coronavirus, staying up past midnight planning lessons and having nightmares about returning to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We heard these feelings echoed from all over the United States. In places like El Paso, Texas, where Andrea Aguirre teaches sixth-grade English and has two children, one with Tourette syndrome: \"I have never worked harder in my life, the level of mental fatigue is tremendous and there is no downtime.\"\u003c/p>\n\u003cp>Billie Bininger is an elementary school computer science teacher and mother of two in Lancaster, Ohio. \"I have been working at my school full days, coming home and working until 12 to 3 in the morning for the past month,\" she told us. \"I worked about 16 hours just this past weekend. I'm exhausted and can't sleep because I'm so anxious about all the things that still need to be done.\"\u003c/p>\n\u003cp>And Geoff Bowman, a high school chemistry teacher in Hillsborough, N.C., with three elementary-age children, seemed to speak for many teachers when he summed up the dilemma: \"I love my kids; I love my students. Both deserve my full attention, but ultimately I'm falling short for both.\"\u003c/p>\n\u003cp>\u003cstrong>\"I just want to die\"\u003c/strong>\u003c/p>\n\u003cp>Bethany is a high school science teacher in New Jersey. Her husband teaches French at the same school, and they have three young sons, ages 8, 6 and 4. (We're not using their last name to protect the family's privacy.)\u003c/p>\n\u003cp>Like Bowman in North Carolina, Bethany was one of many teachers who told NPR they felt torn between their students' needs and the needs of their own children.\u003c/p>\n\u003cp>Last spring, she said some of her students were working long hours at essential jobs, taking care of siblings and/or sharing devices. As a result, they would often turn in their work late into the evening, and she then would have to stay up to grade it for the next day.\u003c/p>\n\u003cp>One student stopped handing in work altogether. When she finally tracked him down by phone, she says, he started crying and told her he was suicidal.\u003c/p>\n\u003cp>At the same time, her youngest child, a preschooler, developed a mysterious chronic skin condition. One evening in April, she was sitting in the emergency room with him when she got a message on her phone. \"One of my students was like, 'I need your help.' And I was like, 'I just can't right now.' And she was like, 'That's ridiculous. I'm telling my guidance counselor.' \"\u003c/p>\n\u003cp>She and her husband often found themselves working from 5 a.m. until midnight, responding to students and fitting their own children's schooling in between.\u003c/p>\n\u003cp>Bethany says her middle child, then a kindergartner, would often be doing lessons until bedtime. He became lonely, anxious and depressed. Then one day, he stopped eating. She said it took a few weeks to fully realize.\u003c/p>\n\u003cp>\"We were still working!\" she explains. \"So sometimes for dinnertime, we would plop them in front of the TV, or we would make them sit at the table with us while we were working.\"\u003c/p>\n\u003cp>One night, suspicious, she looked through the garbage and found napkins full of spit-out food. By that time, her son had lost significant weight.\u003c/p>\n\u003cp>She says he improved after he started seeing a therapist online. And while his school is still remote this fall, he has joined a travel soccer team for an important social outlet. But, Bethany says through tears, she'll never forget \"watching my kid lay in bed all day and saying, 'I just want to die.' \"\u003c/p>\n\u003cp>Melanie Goldberg, who teaches English as a new language in Brooklyn and has an only child, is one of the few teacher-parents who told NPR that she has chosen to prioritize her students' needs outright. Many of her students, she says, are recent immigrants and some are undocumented. She has spent hours on the phone helping them get set up with Internet service and deal with other immediate needs.\u003c/p>\n\u003cp>As for her own 9-year-old son, she says, \"He reads well. He's proficient in different subjects. His academics are not what I care about right now. I know that we will catch up later. Safety is important, our mental health is important and then my students.\"\u003c/p>\n\u003cfigure id=\"attachment_56669\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56669\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0367-02b37f32249f5b8092260936d826660cc7e32d6b-scaled-e1600414676379.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper helps her eldest son with schoolwork at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"Somebody gets the short end of the stick\"\u003c/strong>\u003c/p>\n\u003cp>Educators told us they worry about their safety and their families' safety. At the same time, they're facing new and difficult professional challenges. Many said they are used to working hard, used to having to improvise with few resources, but the lack of clarity from leadership at all levels is hitting particularly hard.\u003c/p>\n\u003cp>Patricia Stamper says what she needs, in the end, is some direction from her school district: \"Like, you let me know what you want me to do, and I'll figure out how to do it.\"\u003c/p>\n\u003cp>Simultaneously teaching online and in-person students is difficult. Schedules often don't line up, with teachers in the classroom full time and children part time. Or different schools will have different days in session.\u003c/p>\n\u003cp>As a result, child care costs are eating up salaries — for those who have money to spare to begin with. \"I'm going to work for health insurance,\" said Mike Vial, who teaches language arts in a rural county near Detroit. \"All my money is going to pay for child care.\"\u003c/p>\n\u003cp>His two children were excluded from a \"pod\" child care share with friends, he said, because of the risk he faced going into the classroom.\u003c/p>\n\u003cp>Brandi Scraper teaches in Oklahoma and is a single mother with five children ranging in age from 8 to 17. Since she herself is teaching in the classroom, \"I wanted to keep as many of my kids out of the classroom as possible to minimize our exposure,\" she said. \"I feel like they were the sacrifice.\"\u003c/p>\n\u003cp>Scraper sent only her youngest, twins, into in-person school, and they found out they were exposed to someone with COVID-19 after the second day. She and her twins stayed home for two weeks. They later tested negative, she told us, and meanwhile she kept supporting her students from home through quarantine.\u003c/p>\n\u003cp>Shana White teaches computer science to middle schoolers in suburban Atlanta. Currently, she wears a mask and a face shield and sits behind plexiglass at the back of the classroom. She has to teach students simultaneously online and in person.\u003c/p>\n\u003cp>\"It doesn't work,\" she says, \"but that's what they're forcing us to do.\"\u003c/p>\n\u003cp>The problem? \"You can't give proper attention to both groups equally. ... Somebody gets the short end of the stick.\"\u003c/p>\n\u003cp>White says her son and daughter are learning virtually while her husband works from home. She says it's killing their love of school: \"Every time in the morning when my son gets up, he goes, 'Oh my gosh, I have to do virtual school again.' And just hearing that from my 8-year-old, it breaks my heart.\"\u003c/p>\n\u003cp>But she also doesn't think it's safe to be learning in person, especially for her son, who has asthma. Every day after coming home, she showers and changes clothes before coming near her family, to avoid contamination.\u003c/p>\n\u003cp>\"I don't feel like it's safe to be in schools,\" she says. \"But we are a right-to-work state. As my job is requiring me to, I'm in here being as safe and cautious as I can.\"\u003c/p>\n\u003cfigure id=\"attachment_56671\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56671\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0316-37d215de7f40f83a8986929029add2f948531d87-scaled-e1600414725353.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper holds her younger son, 1, at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"People are vilifying educators\"\u003c/strong>\u003c/p>\n\u003cp>Adding to personal and professional struggles, teachers told us they're also feeling affected by public frustration and complaints about teachers.\u003c/p>\n\u003cp>\"People are vilifying educators,\" says Heather Cline, who teaches high school Spanish in Seattle and is the mother of a 6-year-old who was adopted from Azerbaijan and is an English-language learner. \"I'm beyond frustrated and overwhelmed, and I don't feel as if my district is supporting us educators nearly enough.\"\u003c/p>\n\u003cp>Melanie Goldberg in Brooklyn agrees: \"Even though I have friends who know that I'm a teacher, I still end up hearing the negative teacher talk a lot.\"\u003c/p>\n\u003cp>She says some more privileged families have a \"client\" mentality, expecting personalized service from their children's teachers. \"It's uninformed, and it's pretty mean, even though they know personally for me how much of a struggle it is or how unrealistic it would be for them to totally revamp their professional lives with no support.\"\u003c/p>\n\u003cp>Jessica, whose last name we're not using to protect her family's privacy, summed up the uncertainty that teachers who are parents are feeling, twice over, right now. \"The best way I can describe the entirety of this experience is just a giant mental seesaw.\"\u003c/p>\n\u003cp>Jessica is a math and reading intervention teacher who lives on a farm in rural Minnesota. She says she herself and her older daughter are on the autism spectrum, while her younger daughter has a disorder with some psychiatric symptoms called PANDAS.\u003c/p>\n\u003cp>Jessica has been going back and forth with her district about whether she'll be allowed an accommodation to teach from home — and going back and forth with herself about whether she should take one:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One minute you're like: Yup, we're in person. I can do this. You know, it's not ethical for me to, like, desert my students and be unwilling to do something that's scary and makes me anxious because I'm selfish and I just don't feel like it. So I'm going to suck it up and do it. ... And the next minute, I see that we added seven cases in our county today, and I feel like, oh, my God, everybody's going to die!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Only+1+Person%27%3A+Teachers+Feel+Torn+Between+Their+Students+And+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Growing Demand For Wilderness Education May Widen Learning Inequality",
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"content": "\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some 'Learning Hubs' Offer Free Child Care And Learning — But Only For A Lucky Few",
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"content": "\u003cp>At Dwight D. Eisenhower Charter School in Algiers, a low-slung brick building across the river from downtown New Orleans, school leaders greet students as they make their way into the building. All are masked.\u003c/p>\n\u003cp>In the cafeteria, a movable wall cuts the space in half, separating the students into socially distanced groups of nine. Strips of tape mark separate pathways for students and staff. Big pumps of hand sanitizer sit on each desk, and everyone, teachers and students, is wearing a mask.\u003c/p>\n\u003cp>The building has capacity for more than 600 students, but today they're expecting fewer than two dozen. That's because this isn't school exactly. It's a \"learning hub,\" where students will do their virtual classwork on city-provided computers with a little bit of guidance from staff. The city of New Orleans, and some of its charter schools, plan to set up at least several hundred of these free learning hub spots at schools, libraries and other locations.\u003c/p>\n\u003cp>Just over half of school districts across the country are providing only virtual learning or, at most, part-time hybrid schedules, according to a recent survey from the Center on Reinventing Public Education. This creates a new child care gap for millions of working parents. Plus, virtual learning requires computers, which an estimated 7.3 million children don't have, and ideally high-speed broadband Internet, which an estimated 16.9 million children don't have, according to a \u003ca href=\"https://futureready.org/wp-content/uploads/2020/08/HomeworkGap_FINAL8.06.2020.pdf\">recent analysis\u003c/a> by the Alliance for Excellent Education.\u003c/p>\n\u003cp>Families with the means may be hiring private tutors, and getting together with other families for socialization, in what's been dubbed \"pandemic pods.\" That solution has been criticized as inequitable. Now, some communities across the country are striving to create free or low-cost alternatives. These, dubbed \"learning hubs\" or \"learning labs,\" are being organized by cities and school districts, often in partnership with local nonprofits, to offer students a free or subsidized safe place to go during the day, and help with remote learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The city of New York has pledged to create 100,000 spots; San Francisco, 6,000. The YMCA is helping to set up \"hubs\" or \"learning academies\" in California's Silicon Valley; Boston; Chicago; Houston; Memphis, Tenn.; Huntsville and Montgomery, Ala.; Florida; and La Crosse, Wis.\u003c/p>\n\u003cp>In New Orleans, Timolynn Sams is director of community engagement and impact at InspireNOLA, the charter school network of which Eisenhower is a member. They have opened up \"hub\" spots at all eight of their school buildings, and they're at capacity a few weeks after the start of school.\u003c/p>\n\u003cp>The access to Wi-Fi is a big draw as well as part-time free child care. She notes the equity gaps inherent in this arrangement. \"Our private and parochial schools are back in session. None of our public schools are.\" Public schools in New Orleans are 91% students of color, and 82% economically disadvantaged, while private and parochial schools are far more skewed toward white and affluent students.\u003c/p>\n\u003cp>\u003cstrong>Safety issues\u003c/strong>\u003c/p>\n\u003cp>One of the big questions hovering over these learning hubs is: How can it be safe to congregate children, including in school buildings, if it's not safe to open schools? Across the country, learning hub operators say the key is keeping numbers small.\u003c/p>\n\u003cp>In the case of YMCA-led programs, they also have the benefit of experience. YMCAs across the country ran child care programs for essential workers throughout the early months of the pandemic for 40,000 children, with\u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\"> few reported cases\u003c/a> and no outbreaks.\u003c/p>\n\u003cp>In Wisconsin, Jennie Melde is the director of youth development at the La Crosse YMCA, which is planning \"learning lab\" programs for about 800 children in partnership with three different local school districts. Some will be sited in school buildings, with school personnel on staff. They will be free for students during traditional school hours, with additional fees tacked on for before- and after-care.\u003c/p>\n\u003cp>\"Because we're the YMCA, and because we've been doing emergency child care and child care through the summer, we've been through a lot of the things that schools are just preparing to go through, like what do you do when there's a positive case? How do you screen children in your program? How do you train staff? We're already set up to do those things.\"\u003c/p>\n\u003cp>Not only has the YMCA been running child care programs safely for more than 100 days at this point, Melde says; it also has the experience of having to close down after a positive case and then reopening — and doing so with no more reported transmissions.\u003c/p>\n\u003cp>\"Most of our families were very willing to come back and be a part of our program,\" she says, \"because they knew and trusted our safety practices and safety protocols.\" This experience of stopping the spread gives Melde confidence.\u003c/p>\n\u003cp>However, William Hanage, an epidemiologist at the Harvard T.H. Chan School of Public Health, says there are still health worries with learning hubs.\u003c/p>\n\u003cp>The biggest problem arises, he says, in districts that have hybrid schedules. Students might be attending school in person on Monday with one cohort of 12 children, and attend a \"hub\" with a different cohort of 12 children on Tuesday. Total contacts: effectively doubled. \"Not adding new contacts should be the name of the game,\" Hanage says.\u003c/p>\n\u003cp>Even in places where school is entirely virtual and students are attending only the hub program, the makeup of the groups may change from day to day. For example, at some YMCA programs, to provide parents the maximum flexibility and affordability, children can attend as little as one day a week.\u003c/p>\n\u003cp>Plus, Hanage adds, in these more informal settings — outside of school buildings, being set up on a relative shoestring, with staff who may be low-wage child care workers rather than licensed teachers — \"you may have less opportunity to be able to control physical distancing or testing, any of the things that you would be trying to do to prevent the spread of the virus.\"\u003c/p>\n\u003cp>\u003cstrong>Equity concerns\u003c/strong>\u003c/p>\n\u003cp>There's another issue, too. Keeping hub numbers small may be crucial to preserving safety, but it may be directly at odds with providing access to all in need — or even those most in need.\u003c/p>\n\u003cp>With a pandemic-size hole in city and state budgets, and Congress' failure so far to pass a second relief package, many communities may not have enough money.\u003c/p>\n\u003cp>\"It was a balancing act of trying to figure out how many children we would be able to appropriately serve,\" says Maria Su, executive director of San Francisco's Department of Children, Youth and Their Families.\u003c/p>\n\u003cp>San Francisco officials compared notes to get a rough head count of their most high-need populations: children who are homeless or living in single-room-occupancy hotels, are in foster care or public housing, and/or are English language learners. Then they set out to create spots for all of them, using existing nonprofit agencies that provide after-school care.\u003c/p>\n\u003cp>To keep the groups small and distanced, they are spreading out to 80 sites such as libraries and park facilities; so far they've secured about a third of what is needed. \"We are, on a daily basis, trying to recruit more sites so that we can, of course, open up more opportunities,\" Su says.\u003c/p>\n\u003cp>The next missing piece is to find and register those children. Su says they're working with community leaders in public housing, homeless communities and elsewhere for a planned October launch.\u003c/p>\n\u003cp>In New Orleans, Emily Wolff, with the Mayor's Office of Youth & Families, says the hubs there get funding from the federal government, which means a daunting amount of paperwork.\u003c/p>\n\u003cp>\"We wish we could just have them fill out a simple registration form and get signed up right away,\" Wolff explains \"but that's made it a little bit slower. And unfortunately for some families, they see all that and it's just a barrier.\"\u003c/p>\n\u003cp>New York City, which has made the biggest pledge, has released few details thus far. Maj. Kevin Stoops of the local Salvation Army says he's been in talks to host at most 160 children at four locations within New York City. \"We have to ramp up very quickly to get a staff in place.\" And then there's fundraising: There will be extra administrative expenses for these nonprofits that the city, and other communities around the country, are not likely to pay for.\u003c/p>\n\u003cp>With money, public schools could be the ones to secure space, put safety protocols in place and hire enough people to educate all their students for free in small cohorts. States might need to issue emergency certifications to teaching personnel. It's been proposed that some kind of national service program be created for unemployed youth and college students who are themselves taking online classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the money, so far, isn't there. And so \"learning hubs\" are setting out to provide some of the services of public school, minus in-person instruction, to a very small number of children. They are in theory targeted to the most vulnerable, but no one is claiming they're going to reach every family that could benefit.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Learning+Hubs%27+Offer+Free+Child+Care+And+Learning+%E2%80%94+But+Only+For+A+Lucky+Few&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Dwight D. Eisenhower Charter School in Algiers, a low-slung brick building across the river from downtown New Orleans, school leaders greet students as they make their way into the building. All are masked.\u003c/p>\n\u003cp>In the cafeteria, a movable wall cuts the space in half, separating the students into socially distanced groups of nine. Strips of tape mark separate pathways for students and staff. Big pumps of hand sanitizer sit on each desk, and everyone, teachers and students, is wearing a mask.\u003c/p>\n\u003cp>The building has capacity for more than 600 students, but today they're expecting fewer than two dozen. That's because this isn't school exactly. It's a \"learning hub,\" where students will do their virtual classwork on city-provided computers with a little bit of guidance from staff. The city of New Orleans, and some of its charter schools, plan to set up at least several hundred of these free learning hub spots at schools, libraries and other locations.\u003c/p>\n\u003cp>Just over half of school districts across the country are providing only virtual learning or, at most, part-time hybrid schedules, according to a recent survey from the Center on Reinventing Public Education. This creates a new child care gap for millions of working parents. Plus, virtual learning requires computers, which an estimated 7.3 million children don't have, and ideally high-speed broadband Internet, which an estimated 16.9 million children don't have, according to a \u003ca href=\"https://futureready.org/wp-content/uploads/2020/08/HomeworkGap_FINAL8.06.2020.pdf\">recent analysis\u003c/a> by the Alliance for Excellent Education.\u003c/p>\n\u003cp>Families with the means may be hiring private tutors, and getting together with other families for socialization, in what's been dubbed \"pandemic pods.\" That solution has been criticized as inequitable. Now, some communities across the country are striving to create free or low-cost alternatives. These, dubbed \"learning hubs\" or \"learning labs,\" are being organized by cities and school districts, often in partnership with local nonprofits, to offer students a free or subsidized safe place to go during the day, and help with remote learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The city of New York has pledged to create 100,000 spots; San Francisco, 6,000. The YMCA is helping to set up \"hubs\" or \"learning academies\" in California's Silicon Valley; Boston; Chicago; Houston; Memphis, Tenn.; Huntsville and Montgomery, Ala.; Florida; and La Crosse, Wis.\u003c/p>\n\u003cp>In New Orleans, Timolynn Sams is director of community engagement and impact at InspireNOLA, the charter school network of which Eisenhower is a member. They have opened up \"hub\" spots at all eight of their school buildings, and they're at capacity a few weeks after the start of school.\u003c/p>\n\u003cp>The access to Wi-Fi is a big draw as well as part-time free child care. She notes the equity gaps inherent in this arrangement. \"Our private and parochial schools are back in session. None of our public schools are.\" Public schools in New Orleans are 91% students of color, and 82% economically disadvantaged, while private and parochial schools are far more skewed toward white and affluent students.\u003c/p>\n\u003cp>\u003cstrong>Safety issues\u003c/strong>\u003c/p>\n\u003cp>One of the big questions hovering over these learning hubs is: How can it be safe to congregate children, including in school buildings, if it's not safe to open schools? Across the country, learning hub operators say the key is keeping numbers small.\u003c/p>\n\u003cp>In the case of YMCA-led programs, they also have the benefit of experience. YMCAs across the country ran child care programs for essential workers throughout the early months of the pandemic for 40,000 children, with\u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\"> few reported cases\u003c/a> and no outbreaks.\u003c/p>\n\u003cp>In Wisconsin, Jennie Melde is the director of youth development at the La Crosse YMCA, which is planning \"learning lab\" programs for about 800 children in partnership with three different local school districts. Some will be sited in school buildings, with school personnel on staff. They will be free for students during traditional school hours, with additional fees tacked on for before- and after-care.\u003c/p>\n\u003cp>\"Because we're the YMCA, and because we've been doing emergency child care and child care through the summer, we've been through a lot of the things that schools are just preparing to go through, like what do you do when there's a positive case? How do you screen children in your program? How do you train staff? We're already set up to do those things.\"\u003c/p>\n\u003cp>Not only has the YMCA been running child care programs safely for more than 100 days at this point, Melde says; it also has the experience of having to close down after a positive case and then reopening — and doing so with no more reported transmissions.\u003c/p>\n\u003cp>\"Most of our families were very willing to come back and be a part of our program,\" she says, \"because they knew and trusted our safety practices and safety protocols.\" This experience of stopping the spread gives Melde confidence.\u003c/p>\n\u003cp>However, William Hanage, an epidemiologist at the Harvard T.H. Chan School of Public Health, says there are still health worries with learning hubs.\u003c/p>\n\u003cp>The biggest problem arises, he says, in districts that have hybrid schedules. Students might be attending school in person on Monday with one cohort of 12 children, and attend a \"hub\" with a different cohort of 12 children on Tuesday. Total contacts: effectively doubled. \"Not adding new contacts should be the name of the game,\" Hanage says.\u003c/p>\n\u003cp>Even in places where school is entirely virtual and students are attending only the hub program, the makeup of the groups may change from day to day. For example, at some YMCA programs, to provide parents the maximum flexibility and affordability, children can attend as little as one day a week.\u003c/p>\n\u003cp>Plus, Hanage adds, in these more informal settings — outside of school buildings, being set up on a relative shoestring, with staff who may be low-wage child care workers rather than licensed teachers — \"you may have less opportunity to be able to control physical distancing or testing, any of the things that you would be trying to do to prevent the spread of the virus.\"\u003c/p>\n\u003cp>\u003cstrong>Equity concerns\u003c/strong>\u003c/p>\n\u003cp>There's another issue, too. Keeping hub numbers small may be crucial to preserving safety, but it may be directly at odds with providing access to all in need — or even those most in need.\u003c/p>\n\u003cp>With a pandemic-size hole in city and state budgets, and Congress' failure so far to pass a second relief package, many communities may not have enough money.\u003c/p>\n\u003cp>\"It was a balancing act of trying to figure out how many children we would be able to appropriately serve,\" says Maria Su, executive director of San Francisco's Department of Children, Youth and Their Families.\u003c/p>\n\u003cp>San Francisco officials compared notes to get a rough head count of their most high-need populations: children who are homeless or living in single-room-occupancy hotels, are in foster care or public housing, and/or are English language learners. Then they set out to create spots for all of them, using existing nonprofit agencies that provide after-school care.\u003c/p>\n\u003cp>To keep the groups small and distanced, they are spreading out to 80 sites such as libraries and park facilities; so far they've secured about a third of what is needed. \"We are, on a daily basis, trying to recruit more sites so that we can, of course, open up more opportunities,\" Su says.\u003c/p>\n\u003cp>The next missing piece is to find and register those children. Su says they're working with community leaders in public housing, homeless communities and elsewhere for a planned October launch.\u003c/p>\n\u003cp>In New Orleans, Emily Wolff, with the Mayor's Office of Youth & Families, says the hubs there get funding from the federal government, which means a daunting amount of paperwork.\u003c/p>\n\u003cp>\"We wish we could just have them fill out a simple registration form and get signed up right away,\" Wolff explains \"but that's made it a little bit slower. And unfortunately for some families, they see all that and it's just a barrier.\"\u003c/p>\n\u003cp>New York City, which has made the biggest pledge, has released few details thus far. Maj. Kevin Stoops of the local Salvation Army says he's been in talks to host at most 160 children at four locations within New York City. \"We have to ramp up very quickly to get a staff in place.\" And then there's fundraising: There will be extra administrative expenses for these nonprofits that the city, and other communities around the country, are not likely to pay for.\u003c/p>\n\u003cp>With money, public schools could be the ones to secure space, put safety protocols in place and hire enough people to educate all their students for free in small cohorts. States might need to issue emergency certifications to teaching personnel. It's been proposed that some kind of national service program be created for unemployed youth and college students who are themselves taking online classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the money, so far, isn't there. And so \"learning hubs\" are setting out to provide some of the services of public school, minus in-person instruction, to a very small number of children. They are in theory targeted to the most vulnerable, but no one is claiming they're going to reach every family that could benefit.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Learning+Hubs%27+Offer+Free+Child+Care+And+Learning+%E2%80%94+But+Only+For+A+Lucky+Few&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Schools Say They Have To Do Better For Students With Disabilities This Fall",
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"content": "\u003cp>For Sarah McLaren, who lives in a suburb of Minneapolis, talking about the spring is painful. Her daughter, a rising fourth-grader, struggles with auditory processing and receives special education services. But McLaren says her daughter had trouble keeping up with teachers on an iPad because the instruction was almost all \u003cem>talk\u003c/em>.\u003c/p>\n\u003cp>\"They'd tell her, 'Look at this problem, look at that problem. No, show me your worksheet,' \" McLaren remembers. \"The teachers were doing the best they could, but all those rapid verbal directions just overwhelmed her.\"\u003c/p>\n\u003cp>McLaren says her daughter went from loving school to dreading it. \"[She] would literally run away from the iPad and hide in the closet or under the bed.\"\u003c/p>\n\u003cp>More than \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">7 million\u003c/a> schoolchildren receive special education services in the U.S. But this spring, when the nation's schools were forced to teach remotely, many of those children were left behind, and some vital services — including physical, occupational and speech therapies — simply stopped. With many districts planning to continue remote learning in the fall, parents and caregivers expect better this school year. And school leaders know: They've got to \u003cem>do\u003c/em> better.\u003c/p>\n\u003cp>Special education teacher Nikki Allinson, in Washington, D.C., says one of the greatest challenges she faced trying to teach remotely was that many of her students learn with the help of tactile, classroom-based tools — like laminated cards or magnetic letters for word decoding. But, in the spring, kids weren't given those tools for use at home. Allinson says that also made it \"nearly impossible\" to teach abstract math concepts. \"I recorded so many videos of me with Legos, you know, trying to find things that they could use that they would already have at home, like cereal boxes for volume.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Julie Malone, a speech-language pathologist in a San Diego-area school district, says she did her best to help students remotely this spring. \"I will tell you, I have never worked harder.\"\u003c/p>\n\u003cp>Malone put in 16-hour days, but says she still struggled to help her students over a video connection. Zoom was balky and a poor fit for her special sessions. Making matters worse, many therapy providers say they got little direction from school district leaders about how to deliver their services remotely.\u003c/p>\n\u003cp>\"I think districts were completely consumed with what to do with the majority of their kids,\" Malone says. \"And I think special [education] is the harder one to tackle. And I think they left it to last. And it was a mistake.\"\u003c/p>\n\u003cp>Or, as Sarah McLaren puts it: \"There's an assumption that if we just get iPads to everyone, you know, the kids will be OK. Well, some kids aren't going to be OK. And we need to talk about that.\"\u003c/p>\n\u003cp>Some families and advocates have \u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\">filed lawsuits\u003c/a> arguing schools broke federal disability law by providing insufficient services in the spring. The \u003ca href=\"https://www.apa.org/advocacy/education/idea\">Individuals with Disabilities Education Act\u003c/a> and \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/504faq.html\">Section 504 of the Rehabilitation Act\u003c/a> guarantee students with disabilities the right to a free appropriate public education and protect them from discrimination. In spite of the ongoing pandemic, those laws \"have not changed,\" says Diane Smith Howard, with the National Disability Rights Network. \"Those laws have not been repealed. There are no waivers to those laws. So they are \u003cem>in effect\u003c/em>.\"\u003c/p>\n\u003cp>David Jeck, the superintendent of schools in Fauquier County, Va., believes the reason there haven't been \u003cem>more\u003c/em> lawsuits is because, in the early months of the pandemic, parents of children with disabilities seemed to extend school leaders a certain amount of \"grace.\" He describes the jump to remote learning as \"every school leader's greatest nightmare,\" and says parents understood \"that we're only human. We're going to do the best we can, and that's what we did.\"\u003c/p>\n\u003cp>This fall is \"a different animal,\" he says. \"We've had more time to plan. We've had more time to prepare.\" And schools may no longer be able to count on the \"grace\" of parents.\u003c/p>\n\u003cp>\"The challenge that I give to schools is to really rise to the challenge, meet with families, be creative,\" says Shawn Ullman of The Arc, a national nonprofit that advocates on behalf of people with intellectual and developmental disabilities. \"But you're going to have to be even more creative than you've normally been.\"\u003c/p>\n\u003cp>For Malone, the speech-language pathologist, that's meant helping her district choose a new technology platform to replace Zoom for her speech-language sessions. She says now is \"the first time since March that I feel like I might actually be able to do my job.\"\u003c/p>\n\u003cp>Jeck says his staff have spent the summer reaching out to every family in the district with a child who receives special education services. They're talking through options for the fall, getting creative and updating students' special learning plans, known as Individualized Education Programs, or IEPs.\u003c/p>\n\u003cp>Though Fauquier County's schools will again be remote when classes resume, Jeck is making an exception for roughly 250 kids, many of them with severe disabilities. These students need physical therapy, occupational therapy and other services that often cannot be provided through a computer screen.\u003c/p>\n\u003cp>\"They need to be served in the face-to-face model,\" Jeck says, \"so that's what we're going to do.\"\u003c/p>\n\u003cp>Sarah McLaren's district, outside Minneapolis, is doing something similar, and McLaren is thrilled that her daughter will be heading back to a school building in September. But Kendra Mendoza, in Providence, R. I., says she feels trapped. Mendoza's son, Joshua, has cerebral palsy and a cluster of other conditions that put him in fragile health.\u003c/p>\n\u003cp>\"How do I send him to school if it's going to be a health risk?\" Mendoza asks.\u003c/p>\n\u003cp>Joshua loves school but got little of the therapy he needed this spring. And as a single mom, Mendoza needs him to be in school so she can work. But when she was told Joshua could go back this fall, Mendoza struggled with the decision.\u003c/p>\n\u003cp>\"He could land in the hospital,\" she says. \"One more mistake could leave him in the hospital and potentially kill him.\"\u003c/p>\n\u003cp>She says many children with severe disabilities aren't just immunocompromised — it's also hard for them to wear masks or keep socially distant. They may need help eating or using the bathroom. Their care is very physical, which puts them at even greater risk. Still, Mendoza says, she'll figure it out. It's other families she's worried about.\u003c/p>\n\u003cp>\"I can't even imagine another mom. What I have working in my favor is I'm stubborn. I'm a glutton for punishment, but what about the mom that's ready to give up?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Disability rights experts say, this fall, schools have to do better — for the parents who are angry or ready to give up and for the kids for whom remote learning wasn't just inconvenient or boring, it was a painful absence of vital care that could set them back for years.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Say+They+Have+To+Do+Better+For+Students+With+Disabilities+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Sarah McLaren, who lives in a suburb of Minneapolis, talking about the spring is painful. Her daughter, a rising fourth-grader, struggles with auditory processing and receives special education services. But McLaren says her daughter had trouble keeping up with teachers on an iPad because the instruction was almost all \u003cem>talk\u003c/em>.\u003c/p>\n\u003cp>\"They'd tell her, 'Look at this problem, look at that problem. No, show me your worksheet,' \" McLaren remembers. \"The teachers were doing the best they could, but all those rapid verbal directions just overwhelmed her.\"\u003c/p>\n\u003cp>McLaren says her daughter went from loving school to dreading it. \"[She] would literally run away from the iPad and hide in the closet or under the bed.\"\u003c/p>\n\u003cp>More than \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">7 million\u003c/a> schoolchildren receive special education services in the U.S. But this spring, when the nation's schools were forced to teach remotely, many of those children were left behind, and some vital services — including physical, occupational and speech therapies — simply stopped. With many districts planning to continue remote learning in the fall, parents and caregivers expect better this school year. And school leaders know: They've got to \u003cem>do\u003c/em> better.\u003c/p>\n\u003cp>Special education teacher Nikki Allinson, in Washington, D.C., says one of the greatest challenges she faced trying to teach remotely was that many of her students learn with the help of tactile, classroom-based tools — like laminated cards or magnetic letters for word decoding. But, in the spring, kids weren't given those tools for use at home. Allinson says that also made it \"nearly impossible\" to teach abstract math concepts. \"I recorded so many videos of me with Legos, you know, trying to find things that they could use that they would already have at home, like cereal boxes for volume.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Julie Malone, a speech-language pathologist in a San Diego-area school district, says she did her best to help students remotely this spring. \"I will tell you, I have never worked harder.\"\u003c/p>\n\u003cp>Malone put in 16-hour days, but says she still struggled to help her students over a video connection. Zoom was balky and a poor fit for her special sessions. Making matters worse, many therapy providers say they got little direction from school district leaders about how to deliver their services remotely.\u003c/p>\n\u003cp>\"I think districts were completely consumed with what to do with the majority of their kids,\" Malone says. \"And I think special [education] is the harder one to tackle. And I think they left it to last. And it was a mistake.\"\u003c/p>\n\u003cp>Or, as Sarah McLaren puts it: \"There's an assumption that if we just get iPads to everyone, you know, the kids will be OK. Well, some kids aren't going to be OK. And we need to talk about that.\"\u003c/p>\n\u003cp>Some families and advocates have \u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\">filed lawsuits\u003c/a> arguing schools broke federal disability law by providing insufficient services in the spring. The \u003ca href=\"https://www.apa.org/advocacy/education/idea\">Individuals with Disabilities Education Act\u003c/a> and \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/504faq.html\">Section 504 of the Rehabilitation Act\u003c/a> guarantee students with disabilities the right to a free appropriate public education and protect them from discrimination. In spite of the ongoing pandemic, those laws \"have not changed,\" says Diane Smith Howard, with the National Disability Rights Network. \"Those laws have not been repealed. There are no waivers to those laws. So they are \u003cem>in effect\u003c/em>.\"\u003c/p>\n\u003cp>David Jeck, the superintendent of schools in Fauquier County, Va., believes the reason there haven't been \u003cem>more\u003c/em> lawsuits is because, in the early months of the pandemic, parents of children with disabilities seemed to extend school leaders a certain amount of \"grace.\" He describes the jump to remote learning as \"every school leader's greatest nightmare,\" and says parents understood \"that we're only human. We're going to do the best we can, and that's what we did.\"\u003c/p>\n\u003cp>This fall is \"a different animal,\" he says. \"We've had more time to plan. We've had more time to prepare.\" And schools may no longer be able to count on the \"grace\" of parents.\u003c/p>\n\u003cp>\"The challenge that I give to schools is to really rise to the challenge, meet with families, be creative,\" says Shawn Ullman of The Arc, a national nonprofit that advocates on behalf of people with intellectual and developmental disabilities. \"But you're going to have to be even more creative than you've normally been.\"\u003c/p>\n\u003cp>For Malone, the speech-language pathologist, that's meant helping her district choose a new technology platform to replace Zoom for her speech-language sessions. She says now is \"the first time since March that I feel like I might actually be able to do my job.\"\u003c/p>\n\u003cp>Jeck says his staff have spent the summer reaching out to every family in the district with a child who receives special education services. They're talking through options for the fall, getting creative and updating students' special learning plans, known as Individualized Education Programs, or IEPs.\u003c/p>\n\u003cp>Though Fauquier County's schools will again be remote when classes resume, Jeck is making an exception for roughly 250 kids, many of them with severe disabilities. These students need physical therapy, occupational therapy and other services that often cannot be provided through a computer screen.\u003c/p>\n\u003cp>\"They need to be served in the face-to-face model,\" Jeck says, \"so that's what we're going to do.\"\u003c/p>\n\u003cp>Sarah McLaren's district, outside Minneapolis, is doing something similar, and McLaren is thrilled that her daughter will be heading back to a school building in September. But Kendra Mendoza, in Providence, R. I., says she feels trapped. Mendoza's son, Joshua, has cerebral palsy and a cluster of other conditions that put him in fragile health.\u003c/p>\n\u003cp>\"How do I send him to school if it's going to be a health risk?\" Mendoza asks.\u003c/p>\n\u003cp>Joshua loves school but got little of the therapy he needed this spring. And as a single mom, Mendoza needs him to be in school so she can work. But when she was told Joshua could go back this fall, Mendoza struggled with the decision.\u003c/p>\n\u003cp>\"He could land in the hospital,\" she says. \"One more mistake could leave him in the hospital and potentially kill him.\"\u003c/p>\n\u003cp>She says many children with severe disabilities aren't just immunocompromised — it's also hard for them to wear masks or keep socially distant. They may need help eating or using the bathroom. Their care is very physical, which puts them at even greater risk. Still, Mendoza says, she'll figure it out. It's other families she's worried about.\u003c/p>\n\u003cp>\"I can't even imagine another mom. What I have working in my favor is I'm stubborn. I'm a glutton for punishment, but what about the mom that's ready to give up?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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