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"content": "\u003cp>A Florida teacher is under investigation by the state’s Department of Education after she showed her students a Disney movie that features a gay character.\u003c/p>\n\u003cp>Jenna Barbee, who teaches fifth grade in the Hernando County School District, says a student’s mother lodged a complaint with education officials after Barbee showed the film \u003cem>Strange World \u003c/em>in her classroom.\u003c/p>\n\u003cp>Barbee said the movie focuses on humans’ relationship to the environment, which was why she chose to show it to her class after a section on ecosystems, plants and animals. She said a subplot about a boy having a crush on another boy never crossed her mind before screening the film.\u003c/p>\n\u003cp>“It talks about love to all things, and that’s literally what this movie represents,” Barbee told NPR. “I find it interesting that now I’m getting in trouble for a similar topic.”\u003c/p>\n\u003cp>\u003cem>Strange World\u003c/em>, a PG-rated Disney movie released last year, features actors Jake Gyllenhaal and Gabrielle Union among others and \u003ca href=\"https://movies.disney.com/strange-world\">tells the story\u003c/a> of three generations of a family exploring a dangerous land beneath their world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Karen Jordan, a spokesperson for the Hernando County School District, confirmed to NPR in an email that both the district and the state are investigating the matter.\u003c/p>\n\u003cp>She said the Hernando County School District sent a note to the parents of children in the class informing them that their children had been shown the film.\u003c/p>\n\u003cp>“While not the main plot of the movie, parts of the story involves a male character having and expressing feelings for another male character,” the note reads in part. “In the future, this movie will not be shown.”\u003c/p>\n\u003cp>When asked why the district would no longer show \u003cem>Strange World\u003c/em>, Jordan said there is a school board policy that guides the use of movies in classrooms and that the movie may violate Florida’s “Parental Bill of Rights,” a law signed by Republican Gov. Ron DeSantis last year.\u003c/p>\n\u003cp>The law — which critics have dubbed “Don’t Say Gay” — \u003ca href=\"https://www.npr.org/2022/03/28/1089221657/dont-say-gay-florida-desantis\" target=\"_blank\" rel=\"noopener\">bars classroom instruction related to sexual orientation and gender identity\u003c/a> in kindergarten through third grade. In April, the Florida Board of Education approved \u003ca href=\"https://apnews.com/article/desantis-florida-dont-say-gay-ban-684ed25a303f83208a89c556543183cb\" target=\"_blank\" rel=\"noopener\">an expansion of the ban\u003c/a> to all grades.\u003c/p>\n\u003cp>DeSantis has been targeting curriculum and diversity programs in public schools and colleges that he’s attacked as “\u003ca href=\"https://www.npr.org/2022/07/13/1110842453/florida-gov-desantis-is-doing-battle-against-woke-public-schools\">woke indoctrination\u003c/a>.”\u003c/p>\n\u003cp>Cassie Palelis, press secretary for the Florida Department of Education, said in an email to NPR on Monday that the department couldn’t confirm or deny whether Barbee is under investigation and pointed to the state’s \u003ca href=\"http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1012/Sections/1012.796.html\" target=\"_blank\" rel=\"noopener\">legal process for investigating complaints\u003c/a> against teachers.\u003c/p>\n\u003cp>The issue came into public view after one of Barbee’s colleagues \u003ca href=\"https://twitter.com/c350Zee/status/1656715248022241281\" target=\"_blank\" rel=\"noopener\">tweeted a photo\u003c/a> of the letter Barbee received from state education officials informing her that she was under investigation.\u003c/p>\n\u003cp>Barbee also \u003ca href=\"https://www.tiktok.com/@becomingabetterbarbee/video/7232767113914617131\" target=\"_blank\" rel=\"noopener\">posted a video on TikTok\u003c/a> explaining her situation, saying investigators have been interviewing students about the matter.\u003c/p>\n\u003cp>In an interview with NPR, she noted that \u003cem>Strange World\u003c/em> also depicts a heterosexual couple kissing, but said that only the same-sex crush was the subject of the parent’s complaint.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You don’t get to pick and choose which things you want and which things you don’t,” Barbee said. “That’s the issue with our school system today. It’s just this ongoing battle of everybody getting to push what they believe.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Florida+is+investigating+a+teacher+who+showed+a+Disney+movie+with+a+gay+character&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Karen Jordan, a spokesperson for the Hernando County School District, confirmed to NPR in an email that both the district and the state are investigating the matter.\u003c/p>\n\u003cp>She said the Hernando County School District sent a note to the parents of children in the class informing them that their children had been shown the film.\u003c/p>\n\u003cp>“While not the main plot of the movie, parts of the story involves a male character having and expressing feelings for another male character,” the note reads in part. “In the future, this movie will not be shown.”\u003c/p>\n\u003cp>When asked why the district would no longer show \u003cem>Strange World\u003c/em>, Jordan said there is a school board policy that guides the use of movies in classrooms and that the movie may violate Florida’s “Parental Bill of Rights,” a law signed by Republican Gov. Ron DeSantis last year.\u003c/p>\n\u003cp>The law — which critics have dubbed “Don’t Say Gay” — \u003ca href=\"https://www.npr.org/2022/03/28/1089221657/dont-say-gay-florida-desantis\" target=\"_blank\" rel=\"noopener\">bars classroom instruction related to sexual orientation and gender identity\u003c/a> in kindergarten through third grade. In April, the Florida Board of Education approved \u003ca href=\"https://apnews.com/article/desantis-florida-dont-say-gay-ban-684ed25a303f83208a89c556543183cb\" target=\"_blank\" rel=\"noopener\">an expansion of the ban\u003c/a> to all grades.\u003c/p>\n\u003cp>DeSantis has been targeting curriculum and diversity programs in public schools and colleges that he’s attacked as “\u003ca href=\"https://www.npr.org/2022/07/13/1110842453/florida-gov-desantis-is-doing-battle-against-woke-public-schools\">woke indoctrination\u003c/a>.”\u003c/p>\n\u003cp>Cassie Palelis, press secretary for the Florida Department of Education, said in an email to NPR on Monday that the department couldn’t confirm or deny whether Barbee is under investigation and pointed to the state’s \u003ca href=\"http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1012/Sections/1012.796.html\" target=\"_blank\" rel=\"noopener\">legal process for investigating complaints\u003c/a> against teachers.\u003c/p>\n\u003cp>The issue came into public view after one of Barbee’s colleagues \u003ca href=\"https://twitter.com/c350Zee/status/1656715248022241281\" target=\"_blank\" rel=\"noopener\">tweeted a photo\u003c/a> of the letter Barbee received from state education officials informing her that she was under investigation.\u003c/p>\n\u003cp>Barbee also \u003ca href=\"https://www.tiktok.com/@becomingabetterbarbee/video/7232767113914617131\" target=\"_blank\" rel=\"noopener\">posted a video on TikTok\u003c/a> explaining her situation, saying investigators have been interviewing students about the matter.\u003c/p>\n\u003cp>In an interview with NPR, she noted that \u003cem>Strange World\u003c/em> also depicts a heterosexual couple kissing, but said that only the same-sex crush was the subject of the parent’s complaint.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You don’t get to pick and choose which things you want and which things you don’t,” Barbee said. “That’s the issue with our school system today. It’s just this ongoing battle of everybody getting to push what they believe.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Florida+is+investigating+a+teacher+who+showed+a+Disney+movie+with+a+gay+character&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "In 'Road to Healing' Tour, Native American Boarding School Survivors Speak Out",
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"content": "\u003cp>In a high school gymnasium about 20 miles south of Phoenix, a room full of people shift in their seats. The space is silent, with every small creak echoing in the high rafters of the building. No one wants to be the first one to speak.\u003c/p>\n\u003cp>Finally, a tall woman with dark hair stands up and walks to the microphone. She begins in English, but introduces herself in Tohono O’odham.\u003c/p>\n\u003cp>“They call me April Ignacio and I am providing testimony on behalf of my family,” she says. In her hands she holds a stack of papers that she reads from.\u003c/p>\n\u003cp>Ignacio is one of hundreds of people in attendance, from small children to elderly tribal citizens, who have come here to speak to Interior Secretary Deb Haaland. The public forum at the Gila Crossing Community School is Haaland’s fourth stop on \u003ca href=\"https://www.doi.gov/pressreleases/department-interior-releases-investigative-report-outlines-next-steps-federal-indian\" target=\"_blank\" rel=\"noopener\">the Road to Healing tour\u003c/a>. For months, she and her staff have been traveling the country, listening to survivors and their families tell of the abuse they experienced in federal Indian boarding schools.\u003c/p>\n\u003cp>Many people – like Ignacio – brought written testimony that was pages long, so they didn’t forget anything.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“My family in particular has five generations of boarding school attendees and survivors,” Ignacio says. She went on to tell of her grandparents’ experiences of abuse and the lasting impacts of it on her family\u003c/p>\n\u003cp>That’s exactly the kind of thing Haaland flew over two thousand miles to hear: “I want you all to know that I’m here with you on this journey,” she promised. “I will listen. I will agree with you. I will weep alongside you and I will feel the pain that you feel.”\u003c/p>\n\u003cp>Haaland is Pueblo of Laguna, and the first Indigenous woman to serve in her position. She’s also personally invested in this work – her grandparents attended federal boarding schools.\u003c/p>\n\u003cp>In the past few years, the Department of the Interior has taken the unprecedented step of acknowledging the role its boarding schools played in the long-running federal effort to erase Native languages and cultures. Children in this system were forced to cut their hair, only speak English, practice certain religions and, ultimately, assimilate into mainstream or white culture. Punishments were harsh, and many children never made it home.\u003c/p>\n\u003cp>Those who did bore deep scars that Haaland is hoping this process will help to heal.\u003c/p>\n\u003cp>As rows of tribal citizens sat facing the Secretary, some said her background and understanding made them feel empowered to tell their stories for the first time. June Marie Holiday Wauneka drove over 400 miles – or about seven hours – to attend the second stop of the weekend, deep in the Navajo Nation.\u003c/p>\n\u003cfigure id=\"attachment_60997\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60997\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">June Marie Holiday Wauneka (far right) with her sister and her niece. \u003ccite>(Sequoia Carrillo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wauneka attended one of the government-run boarding schools in the 1950s at just 6 years old.\u003c/p>\n\u003cp>Before she left home, her cousin gave her some advice: “You’re gonna get picked on. He says, ‘I want you to learn how to fight.’ ”\u003c/p>\n\u003cp>She had to learn – battling both the students who bullied her, and the teachers who harassed and hit her.\u003c/p>\n\u003cp>“I fought to live each day,” she says. “And I have scars in my heart and in my mind.”\u003c/p>\n\u003cp>After the meeting, she choked up as she recalled the moment she got to tell Haaland her story.\u003c/p>\n\u003cp>“I thanked her for the opportunity to speak,” she said. “And it brought me peace to know that it was finally spoken out.”\u003c/p>\n\u003cp>Wauneka said that opportunity was worth the long drive and the gas money. She said she felt it was her duty to speak out, as a way of paying it forward to the next generation. She now has grown children of her own, and grandchildren to look after.\u003c/p>\n\u003cp>Her grandkids, she says, are about the same age she was when she was first sent to boarding school.\u003c/p>\n\u003cp>“That’s how small I was when I was treated like that,” she said. “Boy, I’m so glad I made it through those things. And I found peace talking about what happened to me.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>An added bonus? A selfie with Secretary Haaland. Wauneka smiled with pride as she talked about it: “It was an honor.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=On+the+road+to+healing%2C+tribal+citizens+are+speaking+out+about+boarding+schools+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My family in particular has five generations of boarding school attendees and survivors,” Ignacio says. She went on to tell of her grandparents’ experiences of abuse and the lasting impacts of it on her family\u003c/p>\n\u003cp>That’s exactly the kind of thing Haaland flew over two thousand miles to hear: “I want you all to know that I’m here with you on this journey,” she promised. “I will listen. I will agree with you. I will weep alongside you and I will feel the pain that you feel.”\u003c/p>\n\u003cp>Haaland is Pueblo of Laguna, and the first Indigenous woman to serve in her position. She’s also personally invested in this work – her grandparents attended federal boarding schools.\u003c/p>\n\u003cp>In the past few years, the Department of the Interior has taken the unprecedented step of acknowledging the role its boarding schools played in the long-running federal effort to erase Native languages and cultures. Children in this system were forced to cut their hair, only speak English, practice certain religions and, ultimately, assimilate into mainstream or white culture. Punishments were harsh, and many children never made it home.\u003c/p>\n\u003cp>Those who did bore deep scars that Haaland is hoping this process will help to heal.\u003c/p>\n\u003cp>As rows of tribal citizens sat facing the Secretary, some said her background and understanding made them feel empowered to tell their stories for the first time. June Marie Holiday Wauneka drove over 400 miles – or about seven hours – to attend the second stop of the weekend, deep in the Navajo Nation.\u003c/p>\n\u003cfigure id=\"attachment_60997\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60997\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/scarrillo_rth_9418_custom-63216f35eb69996a70ac7ac565a40f1cb0fbd1f1-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">June Marie Holiday Wauneka (far right) with her sister and her niece. \u003ccite>(Sequoia Carrillo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wauneka attended one of the government-run boarding schools in the 1950s at just 6 years old.\u003c/p>\n\u003cp>Before she left home, her cousin gave her some advice: “You’re gonna get picked on. He says, ‘I want you to learn how to fight.’ ”\u003c/p>\n\u003cp>She had to learn – battling both the students who bullied her, and the teachers who harassed and hit her.\u003c/p>\n\u003cp>“I fought to live each day,” she says. “And I have scars in my heart and in my mind.”\u003c/p>\n\u003cp>After the meeting, she choked up as she recalled the moment she got to tell Haaland her story.\u003c/p>\n\u003cp>“I thanked her for the opportunity to speak,” she said. “And it brought me peace to know that it was finally spoken out.”\u003c/p>\n\u003cp>Wauneka said that opportunity was worth the long drive and the gas money. She said she felt it was her duty to speak out, as a way of paying it forward to the next generation. She now has grown children of her own, and grandchildren to look after.\u003c/p>\n\u003cp>Her grandkids, she says, are about the same age she was when she was first sent to boarding school.\u003c/p>\n\u003cp>“That’s how small I was when I was treated like that,” she said. “Boy, I’m so glad I made it through those things. And I found peace talking about what happened to me.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>An added bonus? A selfie with Secretary Haaland. Wauneka smiled with pride as she talked about it: “It was an honor.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=On+the+road+to+healing%2C+tribal+citizens+are+speaking+out+about+boarding+schools+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Math and reading scores for students across the country are down following years of disrupted learning during the pandemic. On Monday, the National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, released a full report for the first time since 2019; the results show a slight dip in reading scores and a drop in math.\u003c/p>\n\u003cp>U.S. Secretary of Education Miguel Cardona called the results \"appalling and unacceptable\" in a call with reporters. \"This is a moment of truth for education,\" he said. \"How we respond to this will determine not only our recovery, but our nation's standing in the world.\"\u003c/p>\n\u003cp>NAEP assesses reading and math proficiency for students in grades four and eight. The assessment is given every two years, but the pandemic delayed the 2021 test until 2022.\u003c/p>\n\u003cp>When you compare the most recent results to past years, it paints a stark picture:\u003c/p>\n\u003cp>In 2022, the average fourth-grade math score decreased by 5 points to its lowest level since 2005. The average eighth-grade math score decreased by 8 points to its lowest level since 2003.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Given the disruptions of the pandemic, the drop in math was expected, said Peggy Carr, commissioner for the National Center for Education Statistics (NCES), which administers the Nation's Report Card .\u003c/p>\n\u003cp>\"We really need the teachers to teach math,\" she said. \"Reading, on the other hand, is something that parents and communities are more comfortable helping students with.\"\u003c/p>\n\u003cp>While reading scores stayed more steady – dipping only about 3 points in both grade levels compared to 2019 – reading proficiency has been trending down in the past couple cycles.\u003c/p>\n\u003cp>\"Nothing [in the math and reading scores] should be surprising to anyone,\" says Karyn Lewis, who researches K-12 assessments at the Center for School and Student Progress at NWEA, a nonprofit that works in standardized testing.\u003c/p>\n\u003cp>\"This corroborates what we have seen in our research and what we've seen from peers that are doing similar work.\"\u003c/p>\n\u003cp>She hopes states will use this new data to target areas for future investment, rather than dwell on the losses.\u003c/p>\n\u003cp>\"I fear that this just encourages us to keep looking backwards when I would really like to see people continue to look forward.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says it's time to \"quit fighting battles back from 2020\" and instead put that energy toward helping students recover.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+math+scores+are+down+from+pre-COVID+levels%2C+the+National+Report+Card+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math and reading scores for students across the country are down following years of disrupted learning during the pandemic. On Monday, the National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, released a full report for the first time since 2019; the results show a slight dip in reading scores and a drop in math.\u003c/p>\n\u003cp>U.S. Secretary of Education Miguel Cardona called the results \"appalling and unacceptable\" in a call with reporters. \"This is a moment of truth for education,\" he said. \"How we respond to this will determine not only our recovery, but our nation's standing in the world.\"\u003c/p>\n\u003cp>NAEP assesses reading and math proficiency for students in grades four and eight. The assessment is given every two years, but the pandemic delayed the 2021 test until 2022.\u003c/p>\n\u003cp>When you compare the most recent results to past years, it paints a stark picture:\u003c/p>\n\u003cp>In 2022, the average fourth-grade math score decreased by 5 points to its lowest level since 2005. The average eighth-grade math score decreased by 8 points to its lowest level since 2003.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Given the disruptions of the pandemic, the drop in math was expected, said Peggy Carr, commissioner for the National Center for Education Statistics (NCES), which administers the Nation's Report Card .\u003c/p>\n\u003cp>\"We really need the teachers to teach math,\" she said. \"Reading, on the other hand, is something that parents and communities are more comfortable helping students with.\"\u003c/p>\n\u003cp>While reading scores stayed more steady – dipping only about 3 points in both grade levels compared to 2019 – reading proficiency has been trending down in the past couple cycles.\u003c/p>\n\u003cp>\"Nothing [in the math and reading scores] should be surprising to anyone,\" says Karyn Lewis, who researches K-12 assessments at the Center for School and Student Progress at NWEA, a nonprofit that works in standardized testing.\u003c/p>\n\u003cp>\"This corroborates what we have seen in our research and what we've seen from peers that are doing similar work.\"\u003c/p>\n\u003cp>She hopes states will use this new data to target areas for future investment, rather than dwell on the losses.\u003c/p>\n\u003cp>\"I fear that this just encourages us to keep looking backwards when I would really like to see people continue to look forward.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says it's time to \"quit fighting battles back from 2020\" and instead put that energy toward helping students recover.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+math+scores+are+down+from+pre-COVID+levels%2C+the+National+Report+Card+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Is your kid misbehaving? Instead of time-out, try 'connecting' with them first",
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"content": "\u003cp>\u003cstrong>\u003cem>This story was updated on July 9, 2024, to include an episode rerun from Life Kit. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>This is a typical morning with my three kids, all under age 10. The youngest one wants help putting on her shoes. The oldest is whining about how she has “nothing” to wear. And the middle daughter is growing increasingly anxious that we are “GOING TO BE LATE!”\u003c/p>\n\u003cp>My initial reaction in this scenario — before they start smacking each other — is to sanction my kids. I might threaten to take away their screen time or make them sit alone in their rooms.\u003c/p>\n\u003cp>But clinical psychologist Becky Kennedy, author of the book \u003ca href=\"https://www.amazon.com/Good-Inside-Guide-Becoming-Parent/dp/0063159481/ref=sr_1_1?gclid=CjwKCAjwvsqZBhAlEiwAqAHElcGj29T7YeG2z6W_eUa6uKb0CnHg50JBiiMgaAPkrUBOFYroBorCdhoCYGQQAvD_BwE&hvadid=598731412760&hvdev=c&hvlocphy=9013187&hvnetw=g&hvqmt=b&hvrand=702880839577198777&hvtargid=kwd-1532735926777&hydadcr=14931_13423601&keywords=dr+becky+good+inside&qid=1664290913&qu=eyJxc2MiOiIxLjYyIiwicXNhIjoiMS4wOCIsInFzcCI6IjAuODkifQ%3D%3D&sr=8-1\">\u003cem>Good Inside: A Guide to Becoming the Parent You Want to Be\u003c/em>\u003c/a>, says parents should try another approach. Rather than using time-outs and consequences to change a child’s behavior, parents should make an effort to understand \u003cem>why\u003c/em> their kid is acting out in the first place.\u003c/p>\n\u003cp>To do that, says Kennedy, parents have to assume their child is inherently “good inside” – that they have good intentions and want to do the right thing. This mindset can help parents avoid making assumptions about their child’s character — and focus their attention instead on unpacking the root reasons of the behavior. Doing so, she says, creates an opportunity for parents to show validation and empathy to their child and encourage their personal growth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kennedy, a mother of three based in New York City and host of the \u003ca href=\"https://www.goodinside.com/podcast/\">hit parenting podcast and online community Good Inside\u003c/a>, talks to Life Kit about strategies for common behavioral issues in young children. This conversation has been edited for length and clarity. Additional context has been added to the questions.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://media.npr.org/assets/img/2022/09/21/lk_drbeckyportrait_goodinsidebookcover_custom-4136b4ed2d28cb2c135bbb7326e9c7b0b50f8031.jpg?s=1200&c=75&f=jpeg\" alt=\"Becky Kennedy is a clinical psychologist, the host of the podcast Good Inside with Dr. Becky and the author of Good Inside: A Guide to Becoming the Parent You Want to Be. \">\u003cfigcaption>Becky Kennedy is a clinical psychologist, the host of the podcast \u003cem>Good Inside\u003c/em> \u003cem>with Dr. Becky\u003c/em> and the author of \u003cem>Good Inside: A Guide to Becoming the Parent You Want to Be. \u003c/em> \u003ccite> (Left: Photograph by Melanie Dunea; Right: Harper Wave)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How does the “good inside” mentality help when a kid is, say, acting out? \u003c/strong>\u003c/p>\n\u003cp>Let’s say my three-year-old son just hit his sister. That is not at all good behavior. But if I base my mindset on the idea that my kid is “good inside,” then I can activate curiosity. \u003cem>Why\u003c/em> is my kid hitting his sister?\u003c/p>\n\u003cp>When I don’t operate from that foundation, it’s easy to put frustration, anger and judgment in the driver’s seat and think, “What is wrong with my kid? Do I have kids who are never going to get along?”\u003c/p>\n\u003cp>The idea of “good inside” [helps parents] see the identity of our kid as separate from a descriptor of a behavior.\u003c/p>\n\u003cp>\u003cstrong>So let’s walk through how you would deal with your son in this situation. Your first step, you say, is to address the hitting. \u003c/strong>\u003c/p>\n\u003cp>Right. So I might say [to my son], “I’m not going to let you hit your sister.” Then I’d look at my daughter and say, “Ouch, I know that hurt. That wasn’t OK.”\u003c/p>\n\u003cp>\u003cstrong>And instead of disciplining the kid who’s hitting, which is what \u003c/strong>\u003cem>\u003cstrong>my\u003c/strong>\u003c/em>\u003cstrong> instinct would be as a parent, your approach is to actually \u003c/strong>\u003cem>\u003cstrong>connect\u003c/strong>\u003c/em>\u003cstrong> with that child. To you, that means making an effort to understand what’s going on and help them feel confident, capable and worthy. What does that look like in the real world? \u003c/strong>\u003c/p>\n\u003cp>So let’s stay with the hitting example. A “connection-first” experience [from a parent would be like]: whoa, it’s clearly not OK to hit and also I have a good kid. He’s struggling. I should connect to him. [To do that], I’m going to look at my son and say, “You’re having a hard time. I’m here. We’re going to figure it out together.” I am \u003cem>connecting\u003c/em> to the kid having a hard time.\u003c/p>\n\u003cp>\u003cstrong>I’m not hearing any consequences to your son for hitting his sister. Some parents might take issue with that — for many, disciplining is a way to show kids that what they’re doing is wrong. Why do you prefer connection over behavior correction, as you say in your book? \u003c/strong>\u003c/p>\n\u003cp>[Chastising a child when they exhibit bad behavior] only increases their shame and belief inside of, “See? This part of me is so bad and so unlovable.”\u003c/p>\n\u003cp>\u003cstrong>What happens if a parent chooses the discipline route and yells at their child for hitting? How can they repair the connection with their kid? \u003c/strong>\u003c/p>\n\u003cp>The key elements to a repair — or some version of saying you’re sorry — is sharing your reflections with your kid about what happened, then saying what you wish you had done differently.\u003c/p>\n\u003cp>Something like, “Hey, last week something happened and maybe you’re not remembering it, but I’m remembering it and I want to bring it up again. I yelled at you big time. I was having a lot going on at work and I was having big feelings that came out in a yelling voice. And just like we talk about you learning to manage feelings, well, guess what? I’m still learning that too. It’s never your fault when I yell. I love you.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/transcripts/1124314881\">\u003cem>Listen to the full interview\u003c/em>\u003c/a>\u003cem> with Becky Kennedy on Life Kit. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The audio portion of this episode was produced by Sylvie Douglis. The digital story was edited by Malaka Gharib. We’d love to hear from you. Leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem>, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ELISE HU, HOST:\u003c/p>\n\u003cp>Hey, y’all. I’m Elise Hu with a very LIFE KIT conversation. So we want to do right by our kids. We want to help them develop and grow into resilient, confident adults. But that can be easier said than done. It can feel pretty hard. Clinical psychologist Becky Kennedy – or Dr. Becky to her fans – knows a thing or two about this. Like many of us, she heard all the parenting guidance that includes consequences and timeouts, where kids are sent away when they’re distressed. And when she herself was giving that kind of advice to her patients in private practice, she realized that the notion of disconnecting with kids when they struggled felt really off to her.\u003c/p>\n\u003cp>BECKY KENNEDY: I actually don’t think timeouts are effective for anyone, right? I think leading with connection isn’t soft, OK? It’s simply effective.\u003c/p>\n\u003cp>HU: Connection – connecting with your kids first, nurturing that connection and repairing connection when needed. That’s the core to Becky Kennedy’s philosophy.\u003c/p>\n\u003cp>All right. Let’s start with what this idea of good inside means to you.\u003c/p>\n\u003cp>KENNEDY: So good inside to me is in some ways, like, a very simple idea. And it’s really the idea that people are inherently good inside. And while I think a lot of us can say, oh, OK, that makes sense, or I believe that’s true, where I think it’s really, really powerful is when we consider the difference between identity, who someone is, and behavior, what someone does. It frequently allows us to have a gap between what we know, let’s say, about my 3-year-old son – looks like he’s good inside – and his behavior. Wow, he just hit his sister. That is not at all good behavior. And when we are basing our mindset in the idea that my kid is good inside, then I can really activate curiosity. Why is my kid hitting his sister, OK? Versus, when I don’t operate from that foundation, it’s just really easy to put frustration and anger and judgment in the driver’s seat. And then we look at our kid and really go into, what is wrong with my kid? Do I have a cold-hearted kid? Do I have kids who are never going to get along?\u003c/p>\n\u003cp>HU: Oh, gosh.\u003c/p>\n\u003cp>KENNEDY: Does my kid even have empathy?\u003c/p>\n\u003cp>HU: Yes.\u003c/p>\n\u003cp>KENNEDY: Is something wrong with me? And we all know…\u003c/p>\n\u003cp>HU: Guilty. Yes.\u003c/p>\n\u003cp>KENNEDY: …The spiral, just – right, me too. Guilty. Guilty this morning, OK? And so, really, the idea of good inside – it’s a strategy because as soon as we think about that mindset, we can see the identity of our kid as separate from a descriptor of a behavior, which I agree is far from ideal.\u003c/p>\n\u003cp>HU: That is a huge foundational idea and an important framing. And in covering and helping treat a wide range of parenting troubles, everything from food pickiness to sibling rivalry to lying or even aggressive tantrums, there’s another foundational idea that you really focus on. And it seems to stem from this one overarching idea about having connection or establishing connection first. Can you unpack that for us?\u003c/p>\n\u003cp>KENNEDY: Yes. So let’s even stay with the hitting example. OK. So my kid just hit, let’s say, his older sister. OK. So that just happened in my house, which, yes, does happen in my house.\u003c/p>\n\u003cp>HU: Just happened at mine 12 hours ago.\u003c/p>\n\u003cp>KENNEDY: Great. We’re in that trench together. So I think a connection-first experience comes from whoa, clearly not OK to hit. And also, I have a good kid. He’s struggling. I would connect to him, which involves a boundary, right? So I might say, I’m not going to let you hit your sister. And then I’d actually step in. And then I might look at my daughter and say, ouch, I know that hurt. That wasn’t OK. But I’m also going to look at my son and say, you’re having a hard time. I’m here. We’re going to figure it out together. I am connecting to the kid having a hard time. You know, I think in that situation, we’re so prone to looking at a kid who is hit as the kid who needs protection. Now, certainly, my daughter needs protection. That’s why I’m stepping in, and I’m embodying my authority. But we, I think, too often don’t realize our kid who acted out – they need protection from further identifying in the bad kid role. And so connection first allows us to still connect to a child who’s struggling.\u003c/p>\n\u003cp>HU: What do you say to folks who hear that and think, my kid just, you know, acted out in a series of unacceptable ways, and I’m going to just try and connect with them? You know, they’re not going to be immediately sanctioned or punished somehow? That does sound soft.\u003c/p>\n\u003cp>KENNEDY: I know. If that person was in my office, the first thing I’d say is, like, I know, right?\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>KENNEDY: I get it. Like, me too. But what I would then say to the parent is, look. In this office or here on this podcast, like, we have to choose. Am I more interested in being right or being effective? Sure, you’re right. It’s wrong. Nobody likes that. Send your kid to your room. OK, cool. Do you want to be effective? Do you want to actually help your kid build a skill so that they can show up and make a different decision next time? Because if you’re on that train, I promise you I’m a good conductor, and we’re going to end up getting to a better place. But it sounds like that’s something really different from what you’ve done, so it’s going to feel really unfamiliar.\u003c/p>\n\u003cp>HU: Throughout your book, you write of various tools like these in our parenting toolbox that we can use. Telling the truth is a huge one. Another is this shame detection. What is shame detection? How do you define it, and how do we use it?\u003c/p>\n\u003cp>KENNEDY: Yeah, shame is one of the most powerful emotions, I think maybe the most powerful. And what’s key to know is shame starts out as adaptive in childhood because shame really is a feeling that comes up when we believe a part of us is not connectable or attachable. Essentially, our body learns, this part is bad. Nobody wants to be around you. And you’re a kid, so you’re helpless. And so then shame literally is a freeze state. It’s a freeze animal defense state. And so in a freeze state, we don’t listen to anyone. We can’t incorporate help. We look blank. And so actually, right now, everyone listening thinks about some of the most frustrating experiences with our kids. I think it’s when we have these moments with them, which we interpret as disrespect, but they’re probably in a state of shame because they’re frozen. It looks like they’re not hearing what we’re saying. It looks like they’re not taking in our advice, right?\u003c/p>\n\u003cp>And to reframe those moments as, oh, my goodness, if I have my shame detector up, I think I’m finding shame. And when we know that and then we have strategies of how to deal with shame, our interventions are completely different. When you notice shame in your child, your main goal is surviving the moment. Like, there’s nothing effective you’re going to say because if they’re frozen in that way and they’re so overstimulated and therefore overwhelmed and frightened, the only thing that matters is our presence. And the more we do, the worse it gets.\u003c/p>\n\u003cp>So, like, I’m here. I got you. We’re going to get through this. Sometimes, it’s saying nothing. It’s often saying nothing and just taking a deep breath. And that really changes our intervention because, usually, what we do in those moments when we interpret it differently is we continue – right? – or we even chastise, which only increases the shame and the belief inside of, see – this part of me is so bad and so unlovable.\u003c/p>\n\u003cp>HU: What if we have gotten disconnected with our kids? After moments of disconnection, you write that repair is often more important than the rupture because ruptures happen.\u003c/p>\n\u003cp>KENNEDY: Yes.\u003c/p>\n\u003cp>HU: So can you break down, what are the components of a quality relationship repair?\u003c/p>\n\u003cp>KENNEDY: Yeah, for sure. You know, I think a way to think about it is, like, if you’re like me, it’s like, OK, I just yelled at my kid. What next, right? And I think the first step in a repair that is something we’re never taught – and let me be clear, this is also the first step in repairing with a partner or with a colleague or with a mother-in-law. The first step is repairing with yourself because as you – as long as you’re in, oh, I’m the worst parent, oh, I’m the worst wife or, oh, I messed up my kid forever mode, you are overwhelmed. It’s a freeze state. Well, how could I go to someone and offer a connection if I’m frozen?\u003c/p>\n\u003cp>HU: Right.\u003c/p>\n\u003cp>KENNEDY: And so that first step of repairing myself, I always say, it’s not letting yourself off the hook. If you want to let yourself off the hook in life, blame and shame yourself because it will literally make it impossible for you to change. If you want to leave yourself on the hook, self-compassion and self-repair is a critical first step. And that’s actually saying to yourself some version of, I’m a good parent who is having a hard time. I didn’t mess up my kids.\u003c/p>\n\u003cp>So that is step one. And only after that can you go to your kids. And then, you know, I’ll give a script because it’s always just concretely helpful. But the key elements to a repair are some version of saying you’re sorry, sharing your reflections with your kid about what happened and then really saying what you wish you had done differently or kind of what you want to do differently in the future. So something like, hey, I yelled at you earlier. Or maybe it’s, hey, last week something happened, and maybe you’re not even remembering it, but I’m remembering it, and I wanted to bring it up again. I yelled at you, big time. And you know the truth? I was having a lot going on. Whatever it was at work. Or I was having big feelings that came out in a yelling voice. And just like we talk about you learning to manage feelings, well, guess what? I’m still learning that, too. Those were my feelings. I was going through something. It came out in a yelling voice. It’s never your fault when I yell. I love you.\u003c/p>\n\u003cp>HU: I love that. So much of what you teach is that to raise resilient kids, we have to do that work on ourselves – right? – that we as parents have to feel good inside, which is the underpinning idea – right? – for how we should see each other. How do our own pasts and the baggage from how we were raised show up so prominently in our parenting? And why is it so important to recognize this connection?\u003c/p>\n\u003cp>KENNEDY: Oh, I know. It’s, like – it’s so annoying, isn’t it? Like, it’s…\u003c/p>\n\u003cp>HU: I feel it constantly. But I’d love for you to draw the link.\u003c/p>\n\u003cp>KENNEDY: It’s so annoying.\u003c/p>\n\u003cp>HU: Yeah, yeah.\u003c/p>\n\u003cp>KENNEDY: Yes, right? And I think part of it is like, I do think there’s this unconscious wish that our kids will heal us. And the truth is our kids trigger us. When we’re triggered, what’s happening is we’re really looking to shut down in someone else what we had to learn to shut down in ourselves. So here’s an example. Let’s take whining. Whining is, like, a really common trigger, right? There are parents who hear whining and find it annoying but don’t react in ways that they’re not proud of, right?\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: And that’s the goal. It just becomes annoying but not triggering. And so why is whining so triggering? How does my past inform that moment? And so if you’re an adult who, when you reflect on your childhood, even if you don’t remember specifics, if you would say, oh, I definitely grew up in one of those, pull yourself up by your bootstraps family. I definitely grew up in one of those, oh, you’re crying about this? I’ll give you something to cry about type of family.\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: Then helplessness and vulnerability and powerlessness had no place. Now, fast forward however many years, and my kid is whining. My body kind of scans itself, and it’s like, what do I know about helplessness and powerlessness and vulnerability? And then we – that part of us that learned to shut it down in ourself jumps out. And so when we think about it that way, number one, we can have appreciation for our triggers. Number two, we can start to think about, oh, well, it’s not really about my kid not whining. It’s about me rewiring myself around those core kind of characteristics so that I don’t embrace my kids whining. No one does that – but so I show up as sturdy and grounded, not reactive.\u003c/p>\n\u003cp>HU: Yeah. Yeah. One of the big insights for me after reading your book is about confidence and what having a confident kid means. It’s a little counterintuitive. So can you share that with us?\u003c/p>\n\u003cp>KENNEDY: Well, I think we’ve been fed this narrative that, like, confidence is feeling good about ourselves. And I just simply don’t think that’s what confidence is. I think confidence is self-trust, and there’s no time that confidence is as important, actually, as when we’re not feeling great about ourselves. Like, learning to trust yourself in moments of, like, this feels off to me. Or I’m not getting what I need now. Or I am confused. And I think one of my most profound realizations around confidence came from a series of sessions in my private practice years ago that were literally back to back. The first session was parents coming to talk to me about parenting issues with their kid, who they described as very hesitant and shy. And the specific situation that they described so we could jump in was something like, my kid was the only kid who didn’t join the party. Like, they knew every kid there. They’ve been to the location. Like, I wish I had a more confident kid.\u003c/p>\n\u003cp>HU: Yeah, yeah.\u003c/p>\n\u003cp>KENNEDY: Right. So OK. So then the second situation was parents of a teenager, where this kid got in a ton of trouble at school, got suspended because he was part of a group that was doing some really inappropriate peer things, wasn’t like the ringleader, but, like, didn’t say anything, didn’t step in – right…\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: …Got in a lot of trouble. And this – the parents literally said to me, word-for-word, something – it was something like, you know, I wish my kid just didn’t, like, go along with the crowd. Like, can’t they know what’s right and wrong? Like, can’t they stand up? I wish I had a kid who was more confident. And I remember, like, laughing, being like, whoa, whoa. So when our kids are young, we define confidence as doing what all the other kids are doing.\u003c/p>\n\u003cp>KENNEDY: Yeah.\u003c/p>\n\u003cp>KENNEDY: And when our kids are older, we define confidence as being able to resist what other kids are doing and doing your own thing. Like, I think we’re, like, not being that fair to our kids, right? And so it really made me think we can reframe confidence. And the way then that reframe helps us build confidence is confidence is about trusting the information in your body and learning to be curious about it. And that’s a really different starting point than the idea of feeling good about yourself.\u003c/p>\n\u003cp>HU: I love that. OK. Before we let you go, Dr. Becky, for those who are listening and maybe learning these approaches for the first time, those of us who might have older kids now and have used other methods rather than building connection first, what then? Is it too late? Have I messed up my kids?\u003c/p>\n\u003cp>KENNEDY: It’s never too late. If you’re still listening, like, just – this is the most important thing to take. It is not too late. And there’s a couple of things I want to say about that. So you, right now, picture getting a call from your parent if one of them is still alive, OK? Or if they’re not, you find a letter that you had never opened, and the call says something like this. Hey, Elise, look. I don’t even know exactly how to say this, but I’ve been reflecting on how I brought you up, and there were so many things that, like, I wish I could’ve done differently, and I don’t know exactly where to go from here, but it matters to me. And I want us to do better together.\u003c/p>\n\u003cp>Like, and everyone just right now, like, register what that feels like because I don’t know any adult who’s like, oh, that’s funny. I feel nothing. Any adult I know would be like, wow. Like, that doesn’t erase things that happened. I’m not ready to start at, you know, point number one, but, like, that makes a difference.\u003c/p>\n\u003cp>HU: Sure does.\u003c/p>\n\u003cp>KENNEDY: And here’s what I know about you with certainty. Your kids are younger than you are. I just know that’s mathematically true, OK? And so if that would be meaningful to you – to me, that is the body’s evidence. It is never too late.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KENNEDY: Parenting is the single most important and hardest job in the world, OK? And we get zero training for it. And if there’s one real impact that I truly want to have, it would not be a script or a strategy. It would be the much bigger idea…\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: …That parents deserve resources and support and that parents – in some ways, we need to invest in that, too. Not because you’re a bad parent – because that’s a sign of everything you’re doing right. So if this is new, that says so much about you that you’re a person who’s brave enough and reflective enough to consider a new idea. And I’d watch for the tendency to take those new ideas and turn them inward with self-blame. And I’d encourage you to join me. I’m turning them outward to the world with a little bit of anger of, like, yeah, what is this bull**** narrative I’ve been fed? And where can I go to get resources and support that I deserve for this incredibly important and difficult job I take on every day?\u003c/p>\n\u003cp>HU: Well, listeners, one place you can go is Becky Kennedy’s new book, “Good Inside.” Becky, thank you so much.\u003c/p>\n\u003cp>KENNEDY: Thank you so much, Elise.\u003c/p>\n\u003cp>HU: For more LIFE KIT, check out our other episodes. We have one all about strategies for busy parents to reclaim some of their time. You can find that at npr.org/lifekit. And if you love LIFE KIT and want more, subscribe to our newsletter at npr.org/lifekitnewsletter. And now one of my favorite parts, a random tip from one of our listeners.\u003c/p>\n\u003cp>ANTHONY: My name is Anthony (ph), and my life hack is if you’ve got an old phone lying around the house, you can put all your social media on that thing. You can put it in a drawer in the kitchen. Wherever you want your social media to be, you can keep that phone there.\u003c/p>\n\u003cp>HU: If you’ve got a good tip, leave us a voicemail at 202-216-9823 or email us a voice memo at lifekit@npr.org. This episode of LIFE KIT was produced by Sylvie Douglis. Our visuals editor is Beck Harlan. Our digital editor is Malaka Gharib. Meghan Keane is the supervising editor. Beth Donovan is the executive producer. Our production team also includes Marielle Segarra, Andee Tagle, Audrey Nguyen, Clare Marie Schneider, Michelle Aslam and Summer Thomad. Julia Carney is our podcast coordinator. Engineering support comes from Stu Rushfield, Tre Watson and Patrick Murray. I’m Elise Hu. Thanks for listening.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>This story was updated on July 9, 2024, to include an episode rerun from Life Kit. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>This is a typical morning with my three kids, all under age 10. The youngest one wants help putting on her shoes. The oldest is whining about how she has “nothing” to wear. And the middle daughter is growing increasingly anxious that we are “GOING TO BE LATE!”\u003c/p>\n\u003cp>My initial reaction in this scenario — before they start smacking each other — is to sanction my kids. I might threaten to take away their screen time or make them sit alone in their rooms.\u003c/p>\n\u003cp>But clinical psychologist Becky Kennedy, author of the book \u003ca href=\"https://www.amazon.com/Good-Inside-Guide-Becoming-Parent/dp/0063159481/ref=sr_1_1?gclid=CjwKCAjwvsqZBhAlEiwAqAHElcGj29T7YeG2z6W_eUa6uKb0CnHg50JBiiMgaAPkrUBOFYroBorCdhoCYGQQAvD_BwE&hvadid=598731412760&hvdev=c&hvlocphy=9013187&hvnetw=g&hvqmt=b&hvrand=702880839577198777&hvtargid=kwd-1532735926777&hydadcr=14931_13423601&keywords=dr+becky+good+inside&qid=1664290913&qu=eyJxc2MiOiIxLjYyIiwicXNhIjoiMS4wOCIsInFzcCI6IjAuODkifQ%3D%3D&sr=8-1\">\u003cem>Good Inside: A Guide to Becoming the Parent You Want to Be\u003c/em>\u003c/a>, says parents should try another approach. Rather than using time-outs and consequences to change a child’s behavior, parents should make an effort to understand \u003cem>why\u003c/em> their kid is acting out in the first place.\u003c/p>\n\u003cp>To do that, says Kennedy, parents have to assume their child is inherently “good inside” – that they have good intentions and want to do the right thing. This mindset can help parents avoid making assumptions about their child’s character — and focus their attention instead on unpacking the root reasons of the behavior. Doing so, she says, creates an opportunity for parents to show validation and empathy to their child and encourage their personal growth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kennedy, a mother of three based in New York City and host of the \u003ca href=\"https://www.goodinside.com/podcast/\">hit parenting podcast and online community Good Inside\u003c/a>, talks to Life Kit about strategies for common behavioral issues in young children. This conversation has been edited for length and clarity. Additional context has been added to the questions.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://media.npr.org/assets/img/2022/09/21/lk_drbeckyportrait_goodinsidebookcover_custom-4136b4ed2d28cb2c135bbb7326e9c7b0b50f8031.jpg?s=1200&c=75&f=jpeg\" alt=\"Becky Kennedy is a clinical psychologist, the host of the podcast Good Inside with Dr. Becky and the author of Good Inside: A Guide to Becoming the Parent You Want to Be. \">\u003cfigcaption>Becky Kennedy is a clinical psychologist, the host of the podcast \u003cem>Good Inside\u003c/em> \u003cem>with Dr. Becky\u003c/em> and the author of \u003cem>Good Inside: A Guide to Becoming the Parent You Want to Be. \u003c/em> \u003ccite> (Left: Photograph by Melanie Dunea; Right: Harper Wave)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How does the “good inside” mentality help when a kid is, say, acting out? \u003c/strong>\u003c/p>\n\u003cp>Let’s say my three-year-old son just hit his sister. That is not at all good behavior. But if I base my mindset on the idea that my kid is “good inside,” then I can activate curiosity. \u003cem>Why\u003c/em> is my kid hitting his sister?\u003c/p>\n\u003cp>When I don’t operate from that foundation, it’s easy to put frustration, anger and judgment in the driver’s seat and think, “What is wrong with my kid? Do I have kids who are never going to get along?”\u003c/p>\n\u003cp>The idea of “good inside” [helps parents] see the identity of our kid as separate from a descriptor of a behavior.\u003c/p>\n\u003cp>\u003cstrong>So let’s walk through how you would deal with your son in this situation. Your first step, you say, is to address the hitting. \u003c/strong>\u003c/p>\n\u003cp>Right. So I might say [to my son], “I’m not going to let you hit your sister.” Then I’d look at my daughter and say, “Ouch, I know that hurt. That wasn’t OK.”\u003c/p>\n\u003cp>\u003cstrong>And instead of disciplining the kid who’s hitting, which is what \u003c/strong>\u003cem>\u003cstrong>my\u003c/strong>\u003c/em>\u003cstrong> instinct would be as a parent, your approach is to actually \u003c/strong>\u003cem>\u003cstrong>connect\u003c/strong>\u003c/em>\u003cstrong> with that child. To you, that means making an effort to understand what’s going on and help them feel confident, capable and worthy. What does that look like in the real world? \u003c/strong>\u003c/p>\n\u003cp>So let’s stay with the hitting example. A “connection-first” experience [from a parent would be like]: whoa, it’s clearly not OK to hit and also I have a good kid. He’s struggling. I should connect to him. [To do that], I’m going to look at my son and say, “You’re having a hard time. I’m here. We’re going to figure it out together.” I am \u003cem>connecting\u003c/em> to the kid having a hard time.\u003c/p>\n\u003cp>\u003cstrong>I’m not hearing any consequences to your son for hitting his sister. Some parents might take issue with that — for many, disciplining is a way to show kids that what they’re doing is wrong. Why do you prefer connection over behavior correction, as you say in your book? \u003c/strong>\u003c/p>\n\u003cp>[Chastising a child when they exhibit bad behavior] only increases their shame and belief inside of, “See? This part of me is so bad and so unlovable.”\u003c/p>\n\u003cp>\u003cstrong>What happens if a parent chooses the discipline route and yells at their child for hitting? How can they repair the connection with their kid? \u003c/strong>\u003c/p>\n\u003cp>The key elements to a repair — or some version of saying you’re sorry — is sharing your reflections with your kid about what happened, then saying what you wish you had done differently.\u003c/p>\n\u003cp>Something like, “Hey, last week something happened and maybe you’re not remembering it, but I’m remembering it and I want to bring it up again. I yelled at you big time. I was having a lot going on at work and I was having big feelings that came out in a yelling voice. And just like we talk about you learning to manage feelings, well, guess what? I’m still learning that too. It’s never your fault when I yell. I love you.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/transcripts/1124314881\">\u003cem>Listen to the full interview\u003c/em>\u003c/a>\u003cem> with Becky Kennedy on Life Kit. \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>The audio portion of this episode was produced by Sylvie Douglis. The digital story was edited by Malaka Gharib. We’d love to hear from you. Leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem>, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ELISE HU, HOST:\u003c/p>\n\u003cp>Hey, y’all. I’m Elise Hu with a very LIFE KIT conversation. So we want to do right by our kids. We want to help them develop and grow into resilient, confident adults. But that can be easier said than done. It can feel pretty hard. Clinical psychologist Becky Kennedy – or Dr. Becky to her fans – knows a thing or two about this. Like many of us, she heard all the parenting guidance that includes consequences and timeouts, where kids are sent away when they’re distressed. And when she herself was giving that kind of advice to her patients in private practice, she realized that the notion of disconnecting with kids when they struggled felt really off to her.\u003c/p>\n\u003cp>BECKY KENNEDY: I actually don’t think timeouts are effective for anyone, right? I think leading with connection isn’t soft, OK? It’s simply effective.\u003c/p>\n\u003cp>HU: Connection – connecting with your kids first, nurturing that connection and repairing connection when needed. That’s the core to Becky Kennedy’s philosophy.\u003c/p>\n\u003cp>All right. Let’s start with what this idea of good inside means to you.\u003c/p>\n\u003cp>KENNEDY: So good inside to me is in some ways, like, a very simple idea. And it’s really the idea that people are inherently good inside. And while I think a lot of us can say, oh, OK, that makes sense, or I believe that’s true, where I think it’s really, really powerful is when we consider the difference between identity, who someone is, and behavior, what someone does. It frequently allows us to have a gap between what we know, let’s say, about my 3-year-old son – looks like he’s good inside – and his behavior. Wow, he just hit his sister. That is not at all good behavior. And when we are basing our mindset in the idea that my kid is good inside, then I can really activate curiosity. Why is my kid hitting his sister, OK? Versus, when I don’t operate from that foundation, it’s just really easy to put frustration and anger and judgment in the driver’s seat. And then we look at our kid and really go into, what is wrong with my kid? Do I have a cold-hearted kid? Do I have kids who are never going to get along?\u003c/p>\n\u003cp>HU: Oh, gosh.\u003c/p>\n\u003cp>KENNEDY: Does my kid even have empathy?\u003c/p>\n\u003cp>HU: Yes.\u003c/p>\n\u003cp>KENNEDY: Is something wrong with me? And we all know…\u003c/p>\n\u003cp>HU: Guilty. Yes.\u003c/p>\n\u003cp>KENNEDY: …The spiral, just – right, me too. Guilty. Guilty this morning, OK? And so, really, the idea of good inside – it’s a strategy because as soon as we think about that mindset, we can see the identity of our kid as separate from a descriptor of a behavior, which I agree is far from ideal.\u003c/p>\n\u003cp>HU: That is a huge foundational idea and an important framing. And in covering and helping treat a wide range of parenting troubles, everything from food pickiness to sibling rivalry to lying or even aggressive tantrums, there’s another foundational idea that you really focus on. And it seems to stem from this one overarching idea about having connection or establishing connection first. Can you unpack that for us?\u003c/p>\n\u003cp>KENNEDY: Yes. So let’s even stay with the hitting example. OK. So my kid just hit, let’s say, his older sister. OK. So that just happened in my house, which, yes, does happen in my house.\u003c/p>\n\u003cp>HU: Just happened at mine 12 hours ago.\u003c/p>\n\u003cp>KENNEDY: Great. We’re in that trench together. So I think a connection-first experience comes from whoa, clearly not OK to hit. And also, I have a good kid. He’s struggling. I would connect to him, which involves a boundary, right? So I might say, I’m not going to let you hit your sister. And then I’d actually step in. And then I might look at my daughter and say, ouch, I know that hurt. That wasn’t OK. But I’m also going to look at my son and say, you’re having a hard time. I’m here. We’re going to figure it out together. I am connecting to the kid having a hard time. You know, I think in that situation, we’re so prone to looking at a kid who is hit as the kid who needs protection. Now, certainly, my daughter needs protection. That’s why I’m stepping in, and I’m embodying my authority. But we, I think, too often don’t realize our kid who acted out – they need protection from further identifying in the bad kid role. And so connection first allows us to still connect to a child who’s struggling.\u003c/p>\n\u003cp>HU: What do you say to folks who hear that and think, my kid just, you know, acted out in a series of unacceptable ways, and I’m going to just try and connect with them? You know, they’re not going to be immediately sanctioned or punished somehow? That does sound soft.\u003c/p>\n\u003cp>KENNEDY: I know. If that person was in my office, the first thing I’d say is, like, I know, right?\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>KENNEDY: I get it. Like, me too. But what I would then say to the parent is, look. In this office or here on this podcast, like, we have to choose. Am I more interested in being right or being effective? Sure, you’re right. It’s wrong. Nobody likes that. Send your kid to your room. OK, cool. Do you want to be effective? Do you want to actually help your kid build a skill so that they can show up and make a different decision next time? Because if you’re on that train, I promise you I’m a good conductor, and we’re going to end up getting to a better place. But it sounds like that’s something really different from what you’ve done, so it’s going to feel really unfamiliar.\u003c/p>\n\u003cp>HU: Throughout your book, you write of various tools like these in our parenting toolbox that we can use. Telling the truth is a huge one. Another is this shame detection. What is shame detection? How do you define it, and how do we use it?\u003c/p>\n\u003cp>KENNEDY: Yeah, shame is one of the most powerful emotions, I think maybe the most powerful. And what’s key to know is shame starts out as adaptive in childhood because shame really is a feeling that comes up when we believe a part of us is not connectable or attachable. Essentially, our body learns, this part is bad. Nobody wants to be around you. And you’re a kid, so you’re helpless. And so then shame literally is a freeze state. It’s a freeze animal defense state. And so in a freeze state, we don’t listen to anyone. We can’t incorporate help. We look blank. And so actually, right now, everyone listening thinks about some of the most frustrating experiences with our kids. I think it’s when we have these moments with them, which we interpret as disrespect, but they’re probably in a state of shame because they’re frozen. It looks like they’re not hearing what we’re saying. It looks like they’re not taking in our advice, right?\u003c/p>\n\u003cp>And to reframe those moments as, oh, my goodness, if I have my shame detector up, I think I’m finding shame. And when we know that and then we have strategies of how to deal with shame, our interventions are completely different. When you notice shame in your child, your main goal is surviving the moment. Like, there’s nothing effective you’re going to say because if they’re frozen in that way and they’re so overstimulated and therefore overwhelmed and frightened, the only thing that matters is our presence. And the more we do, the worse it gets.\u003c/p>\n\u003cp>So, like, I’m here. I got you. We’re going to get through this. Sometimes, it’s saying nothing. It’s often saying nothing and just taking a deep breath. And that really changes our intervention because, usually, what we do in those moments when we interpret it differently is we continue – right? – or we even chastise, which only increases the shame and the belief inside of, see – this part of me is so bad and so unlovable.\u003c/p>\n\u003cp>HU: What if we have gotten disconnected with our kids? After moments of disconnection, you write that repair is often more important than the rupture because ruptures happen.\u003c/p>\n\u003cp>KENNEDY: Yes.\u003c/p>\n\u003cp>HU: So can you break down, what are the components of a quality relationship repair?\u003c/p>\n\u003cp>KENNEDY: Yeah, for sure. You know, I think a way to think about it is, like, if you’re like me, it’s like, OK, I just yelled at my kid. What next, right? And I think the first step in a repair that is something we’re never taught – and let me be clear, this is also the first step in repairing with a partner or with a colleague or with a mother-in-law. The first step is repairing with yourself because as you – as long as you’re in, oh, I’m the worst parent, oh, I’m the worst wife or, oh, I messed up my kid forever mode, you are overwhelmed. It’s a freeze state. Well, how could I go to someone and offer a connection if I’m frozen?\u003c/p>\n\u003cp>HU: Right.\u003c/p>\n\u003cp>KENNEDY: And so that first step of repairing myself, I always say, it’s not letting yourself off the hook. If you want to let yourself off the hook in life, blame and shame yourself because it will literally make it impossible for you to change. If you want to leave yourself on the hook, self-compassion and self-repair is a critical first step. And that’s actually saying to yourself some version of, I’m a good parent who is having a hard time. I didn’t mess up my kids.\u003c/p>\n\u003cp>So that is step one. And only after that can you go to your kids. And then, you know, I’ll give a script because it’s always just concretely helpful. But the key elements to a repair are some version of saying you’re sorry, sharing your reflections with your kid about what happened and then really saying what you wish you had done differently or kind of what you want to do differently in the future. So something like, hey, I yelled at you earlier. Or maybe it’s, hey, last week something happened, and maybe you’re not even remembering it, but I’m remembering it, and I wanted to bring it up again. I yelled at you, big time. And you know the truth? I was having a lot going on. Whatever it was at work. Or I was having big feelings that came out in a yelling voice. And just like we talk about you learning to manage feelings, well, guess what? I’m still learning that, too. Those were my feelings. I was going through something. It came out in a yelling voice. It’s never your fault when I yell. I love you.\u003c/p>\n\u003cp>HU: I love that. So much of what you teach is that to raise resilient kids, we have to do that work on ourselves – right? – that we as parents have to feel good inside, which is the underpinning idea – right? – for how we should see each other. How do our own pasts and the baggage from how we were raised show up so prominently in our parenting? And why is it so important to recognize this connection?\u003c/p>\n\u003cp>KENNEDY: Oh, I know. It’s, like – it’s so annoying, isn’t it? Like, it’s…\u003c/p>\n\u003cp>HU: I feel it constantly. But I’d love for you to draw the link.\u003c/p>\n\u003cp>KENNEDY: It’s so annoying.\u003c/p>\n\u003cp>HU: Yeah, yeah.\u003c/p>\n\u003cp>KENNEDY: Yes, right? And I think part of it is like, I do think there’s this unconscious wish that our kids will heal us. And the truth is our kids trigger us. When we’re triggered, what’s happening is we’re really looking to shut down in someone else what we had to learn to shut down in ourselves. So here’s an example. Let’s take whining. Whining is, like, a really common trigger, right? There are parents who hear whining and find it annoying but don’t react in ways that they’re not proud of, right?\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: And that’s the goal. It just becomes annoying but not triggering. And so why is whining so triggering? How does my past inform that moment? And so if you’re an adult who, when you reflect on your childhood, even if you don’t remember specifics, if you would say, oh, I definitely grew up in one of those, pull yourself up by your bootstraps family. I definitely grew up in one of those, oh, you’re crying about this? I’ll give you something to cry about type of family.\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: Then helplessness and vulnerability and powerlessness had no place. Now, fast forward however many years, and my kid is whining. My body kind of scans itself, and it’s like, what do I know about helplessness and powerlessness and vulnerability? And then we – that part of us that learned to shut it down in ourself jumps out. And so when we think about it that way, number one, we can have appreciation for our triggers. Number two, we can start to think about, oh, well, it’s not really about my kid not whining. It’s about me rewiring myself around those core kind of characteristics so that I don’t embrace my kids whining. No one does that – but so I show up as sturdy and grounded, not reactive.\u003c/p>\n\u003cp>HU: Yeah. Yeah. One of the big insights for me after reading your book is about confidence and what having a confident kid means. It’s a little counterintuitive. So can you share that with us?\u003c/p>\n\u003cp>KENNEDY: Well, I think we’ve been fed this narrative that, like, confidence is feeling good about ourselves. And I just simply don’t think that’s what confidence is. I think confidence is self-trust, and there’s no time that confidence is as important, actually, as when we’re not feeling great about ourselves. Like, learning to trust yourself in moments of, like, this feels off to me. Or I’m not getting what I need now. Or I am confused. And I think one of my most profound realizations around confidence came from a series of sessions in my private practice years ago that were literally back to back. The first session was parents coming to talk to me about parenting issues with their kid, who they described as very hesitant and shy. And the specific situation that they described so we could jump in was something like, my kid was the only kid who didn’t join the party. Like, they knew every kid there. They’ve been to the location. Like, I wish I had a more confident kid.\u003c/p>\n\u003cp>HU: Yeah, yeah.\u003c/p>\n\u003cp>KENNEDY: Right. So OK. So then the second situation was parents of a teenager, where this kid got in a ton of trouble at school, got suspended because he was part of a group that was doing some really inappropriate peer things, wasn’t like the ringleader, but, like, didn’t say anything, didn’t step in – right…\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: …Got in a lot of trouble. And this – the parents literally said to me, word-for-word, something – it was something like, you know, I wish my kid just didn’t, like, go along with the crowd. Like, can’t they know what’s right and wrong? Like, can’t they stand up? I wish I had a kid who was more confident. And I remember, like, laughing, being like, whoa, whoa. So when our kids are young, we define confidence as doing what all the other kids are doing.\u003c/p>\n\u003cp>KENNEDY: Yeah.\u003c/p>\n\u003cp>KENNEDY: And when our kids are older, we define confidence as being able to resist what other kids are doing and doing your own thing. Like, I think we’re, like, not being that fair to our kids, right? And so it really made me think we can reframe confidence. And the way then that reframe helps us build confidence is confidence is about trusting the information in your body and learning to be curious about it. And that’s a really different starting point than the idea of feeling good about yourself.\u003c/p>\n\u003cp>HU: I love that. OK. Before we let you go, Dr. Becky, for those who are listening and maybe learning these approaches for the first time, those of us who might have older kids now and have used other methods rather than building connection first, what then? Is it too late? Have I messed up my kids?\u003c/p>\n\u003cp>KENNEDY: It’s never too late. If you’re still listening, like, just – this is the most important thing to take. It is not too late. And there’s a couple of things I want to say about that. So you, right now, picture getting a call from your parent if one of them is still alive, OK? Or if they’re not, you find a letter that you had never opened, and the call says something like this. Hey, Elise, look. I don’t even know exactly how to say this, but I’ve been reflecting on how I brought you up, and there were so many things that, like, I wish I could’ve done differently, and I don’t know exactly where to go from here, but it matters to me. And I want us to do better together.\u003c/p>\n\u003cp>Like, and everyone just right now, like, register what that feels like because I don’t know any adult who’s like, oh, that’s funny. I feel nothing. Any adult I know would be like, wow. Like, that doesn’t erase things that happened. I’m not ready to start at, you know, point number one, but, like, that makes a difference.\u003c/p>\n\u003cp>HU: Sure does.\u003c/p>\n\u003cp>KENNEDY: And here’s what I know about you with certainty. Your kids are younger than you are. I just know that’s mathematically true, OK? And so if that would be meaningful to you – to me, that is the body’s evidence. It is never too late.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KENNEDY: Parenting is the single most important and hardest job in the world, OK? And we get zero training for it. And if there’s one real impact that I truly want to have, it would not be a script or a strategy. It would be the much bigger idea…\u003c/p>\n\u003cp>HU: Yeah.\u003c/p>\n\u003cp>KENNEDY: …That parents deserve resources and support and that parents – in some ways, we need to invest in that, too. Not because you’re a bad parent – because that’s a sign of everything you’re doing right. So if this is new, that says so much about you that you’re a person who’s brave enough and reflective enough to consider a new idea. And I’d watch for the tendency to take those new ideas and turn them inward with self-blame. And I’d encourage you to join me. I’m turning them outward to the world with a little bit of anger of, like, yeah, what is this bull**** narrative I’ve been fed? And where can I go to get resources and support that I deserve for this incredibly important and difficult job I take on every day?\u003c/p>\n\u003cp>HU: Well, listeners, one place you can go is Becky Kennedy’s new book, “Good Inside.” Becky, thank you so much.\u003c/p>\n\u003cp>KENNEDY: Thank you so much, Elise.\u003c/p>\n\u003cp>HU: For more LIFE KIT, check out our other episodes. We have one all about strategies for busy parents to reclaim some of their time. You can find that at npr.org/lifekit. And if you love LIFE KIT and want more, subscribe to our newsletter at npr.org/lifekitnewsletter. And now one of my favorite parts, a random tip from one of our listeners.\u003c/p>\n\u003cp>ANTHONY: My name is Anthony (ph), and my life hack is if you’ve got an old phone lying around the house, you can put all your social media on that thing. You can put it in a drawer in the kitchen. Wherever you want your social media to be, you can keep that phone there.\u003c/p>\n\u003cp>HU: If you’ve got a good tip, leave us a voicemail at 202-216-9823 or email us a voice memo at lifekit@npr.org. This episode of LIFE KIT was produced by Sylvie Douglis. Our visuals editor is Beck Harlan. Our digital editor is Malaka Gharib. Meghan Keane is the supervising editor. Beth Donovan is the executive producer. Our production team also includes Marielle Segarra, Andee Tagle, Audrey Nguyen, Clare Marie Schneider, Michelle Aslam and Summer Thomad. Julia Carney is our podcast coordinator. Engineering support comes from Stu Rushfield, Tre Watson and Patrick Murray. I’m Elise Hu. Thanks for listening.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you’re shopping for a teacher planner, the options are plentiful. Coil-bound or binder rings. Notebook-sized, pocket-sized or in-between. Solid covers, patterned covers. Customizable layouts. Sections for lesson planning and prompts for goal-setting. Teacher and author \u003c/span>\u003ca href=\"https://twitter.com/MrsCarterHLA\">\u003cspan style=\"font-weight: 400\">Nichole Carter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tried many of these variations. But with each purchase, she found herself in a cycle. “I’d start using it, and then it didn’t fit my needs and I’d stop using it. And then I’d feel guilty that I spent money on something. I’d go back, but I’d have all these blank pages from the week or the month when I had put it down.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter disrupted the cycle when she abandoned pre-made planners altogether and started working from a blank journal. Now she designs pages based on what makes sense for her current tasks, which can change throughout the year. Some weeks it might be a daily calendar of appointments. Other times it’s a to-do list and an inspirational quote. Periodically, she devotes pages to bigger picture goal-setting and reflections. The change has helped Carter prioritize her tasks, focus her time and set boundaries between work and personal life. It’s also provided a creative outlet and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">way to relax\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter’s approach evolved from her forays into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.oprahdaily.com/life/work-money/a32155559/how-to-start-a-bullet-journal/\">\u003cspan style=\"font-weight: 400\">bullet journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In her book, \u003c/span>\u003ca href=\"https://my.iste.org/s/store#/store/browse/detail/a1w1U000003gkQSQAY\">\u003cspan style=\"font-weight: 400\">Creative Journaling for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Carter shares tools and practical prompts for teachers who want to bring a bit of creativity and moments of reflection to how they organize their work. And whether they start from blank notebooks or pre-made planners, she hopes these strategies will help teachers gain a feeling of \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10551-008-9696-1\">\u003cspan style=\"font-weight: 400\">time affluence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> amid a \u003c/span>\u003ca href=\"https://www.npr.org/2022/06/16/1105633314/school-is-out-but-teacher-stress-and-burnout-is-still-in-session\">\u003cspan style=\"font-weight: 400\">stressful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding career.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Scheduling beyond class\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have been trying to manage full plates for a long time. But the COVID-19 pandemic has simultaneously\u003c/span> \u003ca href=\"https://www.the74million.org/article/122-teachers-speak-surviving-student-learning-loss-behavior-challenges/\">\u003cspan style=\"font-weight: 400\">increased the pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prompted educators to\u003c/span> \u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own self-care practices, Carter said. Like many teachers, she used to feel overwhelmed about how to get everything done. One of the creative journaling strategies that has helped her is \u003c/span>\u003ca href=\"https://todoist.com/productivity-methods/time-blocking\">\u003cspan style=\"font-weight: 400\">time blocking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That means planning the day in chunks of time dedicated to a specific task or type of tasks, rather than simply tackling a to-do list in random order whenever a moment allows. Schools already use time blocking for student schedules, but teachers often don’t approach their non-instructional time this way, Carter said. In her book, she recommends looking at daily tasks, grouping them together and then slotting them into blocks with realistic estimates about the time they will take. She also suggests \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">scheduling discrete blocks of time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for less productive habits, such as social media or online shopping instead of letting them creep into every spare moment.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-59892\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-5.7_Mntl-Ld-Brnstrm-Hlthy-Bndrs-Sprd_097-copy-scaled-e1663657111704.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using these methods, teachers can better prioritize the tasks they tackle in limited prep time or before and after students arrive. Carter said the technique also makes it easier to face daunting tasks. There’s a big difference between staring at a stack of essays and committing to half an hour of grading, for example. “I look at a big project and I drag my heels,” she said. “But if I block out a time to just do as much as I can for 30 minutes, I still feel productive. I still get that dopamine hit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter knows that teachers aren’t always in charge of their time, even in prep periods. Students may need extra help, parents may call, and staff shortages may mean they’re helping out in another classroom. In her experience, though, the investment in being intentional about the parts of the day she can control paid off. Her increased productivity and heightened awareness of what she accomplished each day allowed her to leave school at school and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59222/these-strategies-can-help-working-parents-build-support-and-reclaim-some-time\">\u003cspan style=\"font-weight: 400\">focus on parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while at home. “When we can take a step back and maybe have a better understanding of systems and strategies and time permanence for ourselves, we can take that time back,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Finding what works for you\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Saturday or Sunday nights, Carter cozies up with a cart of paints and markers, considers the week ahead and designs her next journal pages. The ritual has become a self-care practice. “[M]y brain has a chance to calm down, my blood pressure lowers, and I have managed to spend a little bit of time away from the screen,” she writes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book and \u003c/span>\u003ca href=\"https://www.instagram.com/nichole444/\">\u003cspan style=\"font-weight: 400\">on Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, photos of Carter’s journals show the many creative banners, lettering and accents she employs throughout her pages. The artistry sometimes intimidates other teachers, she said, but she encourages not to focus on perfection. She has developed her style over several years, pulling inspiration from bullet journal enthusiasts and sketchnote artists on social media. Plus, the end product in her photos isn’t where she begins. “I’ll start with a very minimalistic design and then come back on a Sunday night as I’m watching TV and add some flourishes, some doodles and drawings and stickers and stuff and make it look very pretty,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-59891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-3.5_Motivation-Studying-WTDWEAO_099-copy-scaled-e1663657142923.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reap the benefits of time management and mental decluttering even without those extra touches. “You can literally grab a spiral notebook off your back shelf and a pen and start and find something that might work for you,” Carter said. “The more it speaks to you, the more likely you are to come back to it.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you’re shopping for a teacher planner, the options are plentiful. Coil-bound or binder rings. Notebook-sized, pocket-sized or in-between. Solid covers, patterned covers. Customizable layouts. Sections for lesson planning and prompts for goal-setting. Teacher and author \u003c/span>\u003ca href=\"https://twitter.com/MrsCarterHLA\">\u003cspan style=\"font-weight: 400\">Nichole Carter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tried many of these variations. But with each purchase, she found herself in a cycle. “I’d start using it, and then it didn’t fit my needs and I’d stop using it. And then I’d feel guilty that I spent money on something. I’d go back, but I’d have all these blank pages from the week or the month when I had put it down.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter disrupted the cycle when she abandoned pre-made planners altogether and started working from a blank journal. Now she designs pages based on what makes sense for her current tasks, which can change throughout the year. Some weeks it might be a daily calendar of appointments. Other times it’s a to-do list and an inspirational quote. Periodically, she devotes pages to bigger picture goal-setting and reflections. The change has helped Carter prioritize her tasks, focus her time and set boundaries between work and personal life. It’s also provided a creative outlet and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">way to relax\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter’s approach evolved from her forays into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.oprahdaily.com/life/work-money/a32155559/how-to-start-a-bullet-journal/\">\u003cspan style=\"font-weight: 400\">bullet journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In her book, \u003c/span>\u003ca href=\"https://my.iste.org/s/store#/store/browse/detail/a1w1U000003gkQSQAY\">\u003cspan style=\"font-weight: 400\">Creative Journaling for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Carter shares tools and practical prompts for teachers who want to bring a bit of creativity and moments of reflection to how they organize their work. And whether they start from blank notebooks or pre-made planners, she hopes these strategies will help teachers gain a feeling of \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10551-008-9696-1\">\u003cspan style=\"font-weight: 400\">time affluence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> amid a \u003c/span>\u003ca href=\"https://www.npr.org/2022/06/16/1105633314/school-is-out-but-teacher-stress-and-burnout-is-still-in-session\">\u003cspan style=\"font-weight: 400\">stressful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding career.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Scheduling beyond class\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have been trying to manage full plates for a long time. But the COVID-19 pandemic has simultaneously\u003c/span> \u003ca href=\"https://www.the74million.org/article/122-teachers-speak-surviving-student-learning-loss-behavior-challenges/\">\u003cspan style=\"font-weight: 400\">increased the pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prompted educators to\u003c/span> \u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own self-care practices, Carter said. Like many teachers, she used to feel overwhelmed about how to get everything done. One of the creative journaling strategies that has helped her is \u003c/span>\u003ca href=\"https://todoist.com/productivity-methods/time-blocking\">\u003cspan style=\"font-weight: 400\">time blocking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That means planning the day in chunks of time dedicated to a specific task or type of tasks, rather than simply tackling a to-do list in random order whenever a moment allows. Schools already use time blocking for student schedules, but teachers often don’t approach their non-instructional time this way, Carter said. In her book, she recommends looking at daily tasks, grouping them together and then slotting them into blocks with realistic estimates about the time they will take. She also suggests \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">scheduling discrete blocks of time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for less productive habits, such as social media or online shopping instead of letting them creep into every spare moment.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-59892\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-5.7_Mntl-Ld-Brnstrm-Hlthy-Bndrs-Sprd_097-copy-scaled-e1663657111704.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\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\">Using these methods, teachers can better prioritize the tasks they tackle in limited prep time or before and after students arrive. Carter said the technique also makes it easier to face daunting tasks. There’s a big difference between staring at a stack of essays and committing to half an hour of grading, for example. “I look at a big project and I drag my heels,” she said. “But if I block out a time to just do as much as I can for 30 minutes, I still feel productive. I still get that dopamine hit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carter knows that teachers aren’t always in charge of their time, even in prep periods. Students may need extra help, parents may call, and staff shortages may mean they’re helping out in another classroom. In her experience, though, the investment in being intentional about the parts of the day she can control paid off. Her increased productivity and heightened awareness of what she accomplished each day allowed her to leave school at school and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59222/these-strategies-can-help-working-parents-build-support-and-reclaim-some-time\">\u003cspan style=\"font-weight: 400\">focus on parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while at home. “When we can take a step back and maybe have a better understanding of systems and strategies and time permanence for ourselves, we can take that time back,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Finding what works for you\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Saturday or Sunday nights, Carter cozies up with a cart of paints and markers, considers the week ahead and designs her next journal pages. The ritual has become a self-care practice. “[M]y brain has a chance to calm down, my blood pressure lowers, and I have managed to spend a little bit of time away from the screen,” she writes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book and \u003c/span>\u003ca href=\"https://www.instagram.com/nichole444/\">\u003cspan style=\"font-weight: 400\">on Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, photos of Carter’s journals show the many creative banners, lettering and accents she employs throughout her pages. The artistry sometimes intimidates other teachers, she said, but she encourages not to focus on perfection. She has developed her style over several years, pulling inspiration from bullet journal enthusiasts and sketchnote artists on social media. Plus, the end product in her photos isn’t where she begins. “I’ll start with a very minimalistic design and then come back on a Sunday night as I’m watching TV and add some flourishes, some doodles and drawings and stickers and stuff and make it look very pretty,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-59891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-3.5_Motivation-Studying-WTDWEAO_099-copy-scaled-e1663657142923.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reap the benefits of time management and mental decluttering even without those extra touches. “You can literally grab a spiral notebook off your back shelf and a pen and start and find something that might work for you,” Carter said. “The more it speaks to you, the more likely you are to come back to it.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "HBCUs are building a new prison-to-college pipeline",
"title": "HBCUs are building a new prison-to-college pipeline",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When he was 21, Stanley Andrisse hit rock bottom.\u003c/p>\n\u003cp>\"I was sitting in a courtroom facing 20 years to life and had this prosecutor telling me that I had no hope for changing,\" Andrisse says. He was convicted on three felony counts and spent the next few years in a Missouri prison.\u003c/p>\n\u003cp>He says his 21-year-old self could never have imagined his life today: Andrisse is now an endocrinologist, scientist and professor at Howard University's College of Medicine. He has a Ph.D., an MBA, and a lab full of students who affectionately call him Dr. Stan.\u003c/p>\n\u003cp>\"So I didn't quite live up to the expectations of the prosecutor those many, many years ago,\" he says with a laugh.\u003c/p>\n\u003cp>Andrisse credits his success to a mentor he had while he was incarcerated. They encouraged him to continue his education and helped him apply to higher education programs while he was still behind bars.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His story is remarkable, but historically Black colleges and universities are trying to make it more common. Around the country, HBCUs are investing in education for incarcerated or formerly incarcerated people, with the goal of reducing recidivism and building a prison-to-college pipeline.\u003c/p>\n\u003cp>\"Our brothers and sisters behind the wall are coming home.\" says Laura Ferguson Mimms, executive director of the Tennessee Higher Education In Prison Initiative (THEI). \"And over the course of three years, 47% will return to incarceration if we continue to do exactly what we've done.\"\u003c/p>\n\u003cfigure id=\"attachment_59744\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59744\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7799_custom-9f55d76fb2aa3f4f45e8fac0e80f76bcee050d27-scaled-e1660918087408.jpg\" alt=\"Student Rabia Qutab\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Some of Dr. Stan's students were also formally incarcerated like Rabia Qutab, seen above, who transitioned out of incarceration about a year ago. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since 2011, her organization has worked with Tennessee community colleges to provide degree programs behind bars.\u003c/p>\n\u003cp>\"When we introduce post-secondary educational options while the individual is incarcerated, we reduce the risk of recidivism by nearly half,\" she says.\u003c/p>\n\u003cp>\u003cstrong>HBCUs are well-positioned to help incarcerated students\u003c/strong>\u003c/p>\n\u003cp>In 2021, THEI launched its first four-year degree program with Lane College, an HBCU in Jackson, Tenn. Like many of the oldest HBCUs, Lane was founded to help educate formerly enslaved people. Mimms says the school's history makes it well-positioned to help incarcerated students.\u003c/p>\n\u003cp>She recalls the first day of Lane College classes at Northwest Correctional Complex in Tiptonville. The lecture was supposed to be online, but the president of Lane College came to speak to the students in person. He talked about the history of the school and the legacy of HBCUs as a tool for Black liberation. \"The students were absolutely mesmerized,\" Mimms says.\u003c/p>\n\u003cp>Claflin University, an HBCU in Orangeburg, S.C., has seen similar enthusiasm from students.\u003c/p>\n\u003cp>\"They have truly embraced the program and they are probably some of the best recruiters for the program,\" says Vanessa Harris, director of Claflin's prison-to-college initiative.\u003c/p>\n\u003cp>The program's enrollment numbers keep climbing. \"We started last summer with 10 students, I am projecting we will probably be well over 140 students by the fall semester,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Getting help from someone who has been in your shoes\u003c/strong>\u003c/p>\n\u003cp>Even though the interest is there, college programs in prison are hard to come by.\u003c/p>\n\u003cp>\"My personal experience with higher education pretty much stopped at the door when I was incarcerated at the facility,\" says Rabia Qutab, who transitioned out of incarceration about a year ago.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_7749-3_custom-53bfbb541c7fb6daa7979a87316e1677a0e268b3-s1100-c50.jpg\" alt=\"Student Rabia Qutab\" width=\"1100\" height=\"1662\">\u003cfigcaption class=\"wp-caption-text\">Before serving about five years at a women's prison in Texas, Rabia Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Before serving about five years at a women's prison in Texas, Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy.\u003c/p>\n\u003cp>\"I was like, 'I know, I want to go back to school, but how do we do this?' Right? Like, I want to pursue medicine, but then I have to worry about my record.\"\u003c/p>\n\u003cp>She started looking around, and found a program at Howard University that allows formerly incarcerated students to gain research experience in a top medical school lab, along with mentorship.\u003c/p>\n\u003cp>The program's founder and director is Stanley Andrisse.\u003c/p>\n\u003cp>For Qutab, the program offered a way to build her resume before applying to schools, and get guidance directly from Andrisse, someone who has been in her shoes.\u003c/p>\n\u003cp>\"You don't have a lot of formerly incarcerated people pursuing medicine,\" she says. But if she can do it, she knows it'll make a difference. The same way Andrisse has made a difference for her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says, \"I'm opening doors for people following me, you know? So why not? Because if I don't do it, then how do I expect others to follow that pathway?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=HBCUs+are+building+a+new+prison-to-college+pipeline+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he was 21, Stanley Andrisse hit rock bottom.\u003c/p>\n\u003cp>\"I was sitting in a courtroom facing 20 years to life and had this prosecutor telling me that I had no hope for changing,\" Andrisse says. He was convicted on three felony counts and spent the next few years in a Missouri prison.\u003c/p>\n\u003cp>He says his 21-year-old self could never have imagined his life today: Andrisse is now an endocrinologist, scientist and professor at Howard University's College of Medicine. He has a Ph.D., an MBA, and a lab full of students who affectionately call him Dr. Stan.\u003c/p>\n\u003cp>\"So I didn't quite live up to the expectations of the prosecutor those many, many years ago,\" he says with a laugh.\u003c/p>\n\u003cp>Andrisse credits his success to a mentor he had while he was incarcerated. They encouraged him to continue his education and helped him apply to higher education programs while he was still behind bars.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His story is remarkable, but historically Black colleges and universities are trying to make it more common. Around the country, HBCUs are investing in education for incarcerated or formerly incarcerated people, with the goal of reducing recidivism and building a prison-to-college pipeline.\u003c/p>\n\u003cp>\"Our brothers and sisters behind the wall are coming home.\" says Laura Ferguson Mimms, executive director of the Tennessee Higher Education In Prison Initiative (THEI). \"And over the course of three years, 47% will return to incarceration if we continue to do exactly what we've done.\"\u003c/p>\n\u003cfigure id=\"attachment_59744\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59744\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7799_custom-9f55d76fb2aa3f4f45e8fac0e80f76bcee050d27-scaled-e1660918087408.jpg\" alt=\"Student Rabia Qutab\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Some of Dr. Stan's students were also formally incarcerated like Rabia Qutab, seen above, who transitioned out of incarceration about a year ago. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since 2011, her organization has worked with Tennessee community colleges to provide degree programs behind bars.\u003c/p>\n\u003cp>\"When we introduce post-secondary educational options while the individual is incarcerated, we reduce the risk of recidivism by nearly half,\" she says.\u003c/p>\n\u003cp>\u003cstrong>HBCUs are well-positioned to help incarcerated students\u003c/strong>\u003c/p>\n\u003cp>In 2021, THEI launched its first four-year degree program with Lane College, an HBCU in Jackson, Tenn. Like many of the oldest HBCUs, Lane was founded to help educate formerly enslaved people. Mimms says the school's history makes it well-positioned to help incarcerated students.\u003c/p>\n\u003cp>She recalls the first day of Lane College classes at Northwest Correctional Complex in Tiptonville. The lecture was supposed to be online, but the president of Lane College came to speak to the students in person. He talked about the history of the school and the legacy of HBCUs as a tool for Black liberation. \"The students were absolutely mesmerized,\" Mimms says.\u003c/p>\n\u003cp>Claflin University, an HBCU in Orangeburg, S.C., has seen similar enthusiasm from students.\u003c/p>\n\u003cp>\"They have truly embraced the program and they are probably some of the best recruiters for the program,\" says Vanessa Harris, director of Claflin's prison-to-college initiative.\u003c/p>\n\u003cp>The program's enrollment numbers keep climbing. \"We started last summer with 10 students, I am projecting we will probably be well over 140 students by the fall semester,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Getting help from someone who has been in your shoes\u003c/strong>\u003c/p>\n\u003cp>Even though the interest is there, college programs in prison are hard to come by.\u003c/p>\n\u003cp>\"My personal experience with higher education pretty much stopped at the door when I was incarcerated at the facility,\" says Rabia Qutab, who transitioned out of incarceration about a year ago.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_7749-3_custom-53bfbb541c7fb6daa7979a87316e1677a0e268b3-s1100-c50.jpg\" alt=\"Student Rabia Qutab\" width=\"1100\" height=\"1662\">\u003cfigcaption class=\"wp-caption-text\">Before serving about five years at a women's prison in Texas, Rabia Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Before serving about five years at a women's prison in Texas, Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy.\u003c/p>\n\u003cp>\"I was like, 'I know, I want to go back to school, but how do we do this?' Right? Like, I want to pursue medicine, but then I have to worry about my record.\"\u003c/p>\n\u003cp>She started looking around, and found a program at Howard University that allows formerly incarcerated students to gain research experience in a top medical school lab, along with mentorship.\u003c/p>\n\u003cp>The program's founder and director is Stanley Andrisse.\u003c/p>\n\u003cp>For Qutab, the program offered a way to build her resume before applying to schools, and get guidance directly from Andrisse, someone who has been in her shoes.\u003c/p>\n\u003cp>\"You don't have a lot of formerly incarcerated people pursuing medicine,\" she says. But if she can do it, she knows it'll make a difference. The same way Andrisse has made a difference for her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says, \"I'm opening doors for people following me, you know? So why not? Because if I don't do it, then how do I expect others to follow that pathway?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=HBCUs+are+building+a+new+prison-to-college+pipeline+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Pandemic effect: More fights and class disruptions, new data show",
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"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/7/6/23197094/student-fights-classroom-disruptions-suspensions-discipline-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>About 1 in 3 school leaders noticed an uptick in student fights or physical attacks this past school year that they believed were brought on by the pandemic and its lingering effects, new federal data show.\u003c/p>\n\u003cp>In addition, more than half of school leaders reported an increase in classroom disruptions from student misconduct for the same reason.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener noreferrer\">The data\u003c/a>, gathered in May from surveys of nearly 850 public school leaders, mostly principals, is evidence that many schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">did see tensions rise\u003c/a> this past year as students nationwide returned to fully in-person learning. For many educators, the behavior challenges were a \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/19/22983067/covid-schools-toll-remote-teachers-students-absences-learning-loss-graduation-rates\" target=\"_blank\" rel=\"noopener noreferrer\">defining feature\u003c/a> of the school year — and complicated efforts to rebuild school communities and get students back on track academically.\u003c/p>\n\u003cp>Still, the responses were decidedly mixed. A sizable share of principals reported no change in these types of behavior. About 4 in 10 school leaders said the number of student fights remained about the same as in a typical year prior to the pandemic, while just under a third of school leaders saw about the same levels of classroom disruptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators say that some upticks \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">were to be expected\u003c/a>, as many students were dealing with heightened stress, isolation, and mental health needs this past year. Grief still permeates many students’ lives, too: An \u003ca class=\"Link\" href=\"https://www.covidcollaborative.us/initiatives/hidden-pain#the-report\" target=\"_blank\" rel=\"noopener noreferrer\">estimated\u003c/a> 200,000 children and teens in the U.S. have lost a parent or caregiver to COVID since the pandemic began.\u003c/p>\n\u003cp>“We knew kids were going to be carrying just ridiculous amounts of stress and trauma,” said Katy DeFerrari, the assistant superintendent of climate and culture for Jefferson County schools in Kentucky. “I don’t necessarily think that it was all manifesting in acting out in the classroom or aggressive behaviors. Kids were just generally trying to adjust back to school. I think they did that better than everyone thought they were going to do.”\u003c/p>\n\u003cp>The new national survey results are bolstered by behavior and discipline data obtained by Chalkbeat from 19 of the nation’s 30 largest school districts through open records requests and a review of publicly available documents.\u003c/p>\n\u003cp>The district data diverges, too. Several large districts reported an increase in student fights this past year, though the size varied from a significant spike to a small uptick.\u003c/p>\n\u003cp>Duval County schools in Florida, for example, reported a 47% increase in infractions for fighting compared with the 2018-19 school year — the last that was unaffected by the pandemic. In North Carolina, Charlotte-Mecklenburg schools saw student fights increase by 26% over the same time period. In Texas’ Northside school district, fights were up by 20%. In Florida’s Hillsborough County and Polk County, student fights increased by 17% this past year, compared with the year before the pandemic. (In Polk County’s case, that was with a month of school still to go.) Meanwhile, DeKalb County schools in Georgia saw about a 7% increase in fights over that same time.\u003c/p>\n\u003cp>But other districts saw fewer student fights. As of late April, Dallas and Houston schools had each seen a sharp 62% decline in fights compared with the 2018-19 school year. With two months of school left, student fights were down by more than half in Texas’ Cypress-Fairbanks school district over that same period. And student fights were down 42% over that time in Jefferson County, Kentucky, with a month of school to go.\u003c/p>\n\u003cp>In New York City, the nation’s largest school district, student altercations and fights were down 27% compared with the 2018-19 school year, with a month of school to go, officials said. Still, some schools struggled.\u003c/p>\n\u003cp>Robert Effinger, who teaches 10th grade history at a Bronx high school, said his school saw an increase in physical and verbal fights, though physical confrontations became less frequent as the year progressed. He thinks much of the early conflict stemmed from students trying to establish their place and social circles at the school after they were apart for so long.\u003c/p>\n\u003cp>In his eyes, a rise in students cutting class or arriving late was an even bigger issue. And there were other disruptions, too, like students yelling across a classroom. A big driver of that behavior, Effinger said, is that some students were struggling with their work.\u003c/p>\n\u003cp>“They don’t want to embarrass themselves, so they’ll act out,” he said. “That’s happened a decent amount this year.”\u003c/p>\n\u003cp>And though his school added a counselor this year, students often went without the mental health help they needed. “I referred a few students to counseling and there are no counseling slots,” Effinger said. “It’s like, what do we do?”\u003c/p>\n\u003cp>Ashley Lourenco, a rising 10th grader, estimated there were five fights this past year at her magnet high school in Newark, New Jersey, where altercations are typically rare. There was only one the prior year that she could recall. She also noticed students made jokes on social media that could be interpreted as threats, and her classmates seemed more on edge when they returned from remote learning.\u003c/p>\n\u003cp>“People are super stressed,” she said. “Mental health is a pretty prevalent issue among people I know.”\u003c/p>\n\u003cp>More comprehensive \u003ca class=\"Link\" href=\"https://nces.ed.gov/pubs2022/2022092.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national data\u003c/a> released last week shows that schools grew safer in many ways in the decade before the pandemic’s arrival, with students experiencing fewer incidents of crime and violence — except school shootings — between 2009 and 2019. Those figures fell further in 2020 as many students learned from home.\u003c/p>\n\u003cp>As some schools saw fights and disorder rise again this past year, they responded in different ways.\u003c/p>\n\u003cp>Some turned to removing students from school more frequently. Out-of-school suspensions in Northside schools were up by 15% this past school year, compared with the 2018-19 school year. Over the same period, out-of-school suspensions rose by 9% in Hillsborough County.\u003c/p>\n\u003cp>Elsewhere, suspensions fell despite an uptick in student misbehavior. Duval County, for example, issued 500 fewer suspensions this past school year compared with the 2018-19 school year, a drop of about 2%.\u003c/p>\n\u003cp>Suspensions were falling nationwide well before the pandemic began, as states and districts passed policies limiting their usage. Research has shown that Black students, especially, are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2017/11/28/21103816/as-national-debate-over-discipline-heats-up-new-study-finds-discrimination-in-student-suspensions\" target=\"_blank\" rel=\"noopener noreferrer\">disproportionately suspended\u003c/a> from school, and that suspensions can \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/8/23/21105547/suspensions-really-do-hurt-students-academically-new-studies-confirm-but-maybe-less-than-previously\" target=\"_blank\" rel=\"noopener noreferrer\">lower students’ test scores\u003c/a> and \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2018/7/10/21105328/do-suspensions-lead-to-higher-dropout-rates-and-other-academic-problems-in-new-york-city-the-answer\" target=\"_blank\" rel=\"noopener noreferrer\">reduce their chances of graduating\u003c/a>.\u003c/p>\n\u003cp>As an alternative, many schools turned to less punitive forms of discipline, such as having students talk out conflicts or attend counseling. Those strategies have been \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/6/24/23182154/restorative-justice-covid-nyc-school\" target=\"_blank\" rel=\"noopener noreferrer\">tested during the pandemic\u003c/a> and educators in some places have \u003ca class=\"Link\" href=\"https://thenevadaindependent.com/article/finger-pointing-over-school-violence-targets-restorative-justice-law\" target=\"_blank\" rel=\"noopener noreferrer\">called for a return to more punitive forms of discipline\u003c/a>.\u003c/p>\n\u003cp>Still, many districts continue to adhere to those practices.\u003c/p>\n\u003cp>DeFerrari, the Jefferson County official, said her district placed a greater emphasis this past year on making sure schools weren’t using suspension as a punishment when student misbehavior stemmed from trauma or because an adult had contributed to the situation with their own reaction.\u003c/p>\n\u003cp>The district also hired more behavior analysts who can be dispatched to schools to help figure out what’s causing a student to act out. The team grew from three to 10 last year, and will number 16 in the coming school year.\u003c/p>\n\u003cp>The district’s suspension rate dipped, and as of late April, officials had given out just under 15,000 suspensions, compared with just over 20,000 during the 2018-19 school year.\u003c/p>\n\u003cp>It’s about “really helping schools and administrators understand kids are not going to be able to interact with you if they are upset until they’re calmed down and de-escalated,” DeFerrari said. “If you can eliminate those small headaches — that is what gets people into trouble — then you eliminate problems.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Alex Zimmerman, Patrick Wall, and Matt Barnum contributed reporting. \u003c/i>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/7/6/23197094/student-fights-classroom-disruptions-suspensions-discipline-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>About 1 in 3 school leaders noticed an uptick in student fights or physical attacks this past school year that they believed were brought on by the pandemic and its lingering effects, new federal data show.\u003c/p>\n\u003cp>In addition, more than half of school leaders reported an increase in classroom disruptions from student misconduct for the same reason.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener noreferrer\">The data\u003c/a>, gathered in May from surveys of nearly 850 public school leaders, mostly principals, is evidence that many schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">did see tensions rise\u003c/a> this past year as students nationwide returned to fully in-person learning. For many educators, the behavior challenges were a \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/19/22983067/covid-schools-toll-remote-teachers-students-absences-learning-loss-graduation-rates\" target=\"_blank\" rel=\"noopener noreferrer\">defining feature\u003c/a> of the school year — and complicated efforts to rebuild school communities and get students back on track academically.\u003c/p>\n\u003cp>Still, the responses were decidedly mixed. A sizable share of principals reported no change in these types of behavior. About 4 in 10 school leaders said the number of student fights remained about the same as in a typical year prior to the pandemic, while just under a third of school leaders saw about the same levels of classroom disruptions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators say that some upticks \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">were to be expected\u003c/a>, as many students were dealing with heightened stress, isolation, and mental health needs this past year. Grief still permeates many students’ lives, too: An \u003ca class=\"Link\" href=\"https://www.covidcollaborative.us/initiatives/hidden-pain#the-report\" target=\"_blank\" rel=\"noopener noreferrer\">estimated\u003c/a> 200,000 children and teens in the U.S. have lost a parent or caregiver to COVID since the pandemic began.\u003c/p>\n\u003cp>“We knew kids were going to be carrying just ridiculous amounts of stress and trauma,” said Katy DeFerrari, the assistant superintendent of climate and culture for Jefferson County schools in Kentucky. “I don’t necessarily think that it was all manifesting in acting out in the classroom or aggressive behaviors. Kids were just generally trying to adjust back to school. I think they did that better than everyone thought they were going to do.”\u003c/p>\n\u003cp>The new national survey results are bolstered by behavior and discipline data obtained by Chalkbeat from 19 of the nation’s 30 largest school districts through open records requests and a review of publicly available documents.\u003c/p>\n\u003cp>The district data diverges, too. Several large districts reported an increase in student fights this past year, though the size varied from a significant spike to a small uptick.\u003c/p>\n\u003cp>Duval County schools in Florida, for example, reported a 47% increase in infractions for fighting compared with the 2018-19 school year — the last that was unaffected by the pandemic. In North Carolina, Charlotte-Mecklenburg schools saw student fights increase by 26% over the same time period. In Texas’ Northside school district, fights were up by 20%. In Florida’s Hillsborough County and Polk County, student fights increased by 17% this past year, compared with the year before the pandemic. (In Polk County’s case, that was with a month of school still to go.) Meanwhile, DeKalb County schools in Georgia saw about a 7% increase in fights over that same time.\u003c/p>\n\u003cp>But other districts saw fewer student fights. As of late April, Dallas and Houston schools had each seen a sharp 62% decline in fights compared with the 2018-19 school year. With two months of school left, student fights were down by more than half in Texas’ Cypress-Fairbanks school district over that same period. And student fights were down 42% over that time in Jefferson County, Kentucky, with a month of school to go.\u003c/p>\n\u003cp>In New York City, the nation’s largest school district, student altercations and fights were down 27% compared with the 2018-19 school year, with a month of school to go, officials said. Still, some schools struggled.\u003c/p>\n\u003cp>Robert Effinger, who teaches 10th grade history at a Bronx high school, said his school saw an increase in physical and verbal fights, though physical confrontations became less frequent as the year progressed. He thinks much of the early conflict stemmed from students trying to establish their place and social circles at the school after they were apart for so long.\u003c/p>\n\u003cp>In his eyes, a rise in students cutting class or arriving late was an even bigger issue. And there were other disruptions, too, like students yelling across a classroom. A big driver of that behavior, Effinger said, is that some students were struggling with their work.\u003c/p>\n\u003cp>“They don’t want to embarrass themselves, so they’ll act out,” he said. “That’s happened a decent amount this year.”\u003c/p>\n\u003cp>And though his school added a counselor this year, students often went without the mental health help they needed. “I referred a few students to counseling and there are no counseling slots,” Effinger said. “It’s like, what do we do?”\u003c/p>\n\u003cp>Ashley Lourenco, a rising 10th grader, estimated there were five fights this past year at her magnet high school in Newark, New Jersey, where altercations are typically rare. There was only one the prior year that she could recall. She also noticed students made jokes on social media that could be interpreted as threats, and her classmates seemed more on edge when they returned from remote learning.\u003c/p>\n\u003cp>“People are super stressed,” she said. “Mental health is a pretty prevalent issue among people I know.”\u003c/p>\n\u003cp>More comprehensive \u003ca class=\"Link\" href=\"https://nces.ed.gov/pubs2022/2022092.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national data\u003c/a> released last week shows that schools grew safer in many ways in the decade before the pandemic’s arrival, with students experiencing fewer incidents of crime and violence — except school shootings — between 2009 and 2019. Those figures fell further in 2020 as many students learned from home.\u003c/p>\n\u003cp>As some schools saw fights and disorder rise again this past year, they responded in different ways.\u003c/p>\n\u003cp>Some turned to removing students from school more frequently. Out-of-school suspensions in Northside schools were up by 15% this past school year, compared with the 2018-19 school year. Over the same period, out-of-school suspensions rose by 9% in Hillsborough County.\u003c/p>\n\u003cp>Elsewhere, suspensions fell despite an uptick in student misbehavior. Duval County, for example, issued 500 fewer suspensions this past school year compared with the 2018-19 school year, a drop of about 2%.\u003c/p>\n\u003cp>Suspensions were falling nationwide well before the pandemic began, as states and districts passed policies limiting their usage. Research has shown that Black students, especially, are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2017/11/28/21103816/as-national-debate-over-discipline-heats-up-new-study-finds-discrimination-in-student-suspensions\" target=\"_blank\" rel=\"noopener noreferrer\">disproportionately suspended\u003c/a> from school, and that suspensions can \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/8/23/21105547/suspensions-really-do-hurt-students-academically-new-studies-confirm-but-maybe-less-than-previously\" target=\"_blank\" rel=\"noopener noreferrer\">lower students’ test scores\u003c/a> and \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2018/7/10/21105328/do-suspensions-lead-to-higher-dropout-rates-and-other-academic-problems-in-new-york-city-the-answer\" target=\"_blank\" rel=\"noopener noreferrer\">reduce their chances of graduating\u003c/a>.\u003c/p>\n\u003cp>As an alternative, many schools turned to less punitive forms of discipline, such as having students talk out conflicts or attend counseling. Those strategies have been \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/6/24/23182154/restorative-justice-covid-nyc-school\" target=\"_blank\" rel=\"noopener noreferrer\">tested during the pandemic\u003c/a> and educators in some places have \u003ca class=\"Link\" href=\"https://thenevadaindependent.com/article/finger-pointing-over-school-violence-targets-restorative-justice-law\" target=\"_blank\" rel=\"noopener noreferrer\">called for a return to more punitive forms of discipline\u003c/a>.\u003c/p>\n\u003cp>Still, many districts continue to adhere to those practices.\u003c/p>\n\u003cp>DeFerrari, the Jefferson County official, said her district placed a greater emphasis this past year on making sure schools weren’t using suspension as a punishment when student misbehavior stemmed from trauma or because an adult had contributed to the situation with their own reaction.\u003c/p>\n\u003cp>The district also hired more behavior analysts who can be dispatched to schools to help figure out what’s causing a student to act out. The team grew from three to 10 last year, and will number 16 in the coming school year.\u003c/p>\n\u003cp>The district’s suspension rate dipped, and as of late April, officials had given out just under 15,000 suspensions, compared with just over 20,000 during the 2018-19 school year.\u003c/p>\n\u003cp>It’s about “really helping schools and administrators understand kids are not going to be able to interact with you if they are upset until they’re calmed down and de-escalated,” DeFerrari said. “If you can eliminate those small headaches — that is what gets people into trouble — then you eliminate problems.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Alex Zimmerman, Patrick Wall, and Matt Barnum contributed reporting. \u003c/i>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We asked 5 students: What inspired you to become a gun control activist?",
"title": "We asked 5 students: What inspired you to become a gun control activist?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>President Joe Biden signed the first major gun reform legislation in decades on Saturday. The move came one month after a gunman in Uvalde, Texas, killed 19 elementary school students and two teachers.\u003c/p>\n\u003cp>While Congress may be getting the attention right now, students around the country have been working to push legislation like this for years. In 2018, after a mass shooting at \u003ca href=\"https://www.npr.org/sections/thetwo-way/2018/02/14/585835311/shooter-and-possible-injuries-reported-at-broward-county-fla-high-school\">Marjory Stoneman Douglas High School\u003c/a> in Parkland, Fla., students nationwide took to the streets and propelled \u003ca href=\"https://www.npr.org/sections/ed/2018/03/24/596746018/illustrated-scenes-from-the-march-for-our-lives\">March For Our Lives\u003c/a> and \u003ca href=\"https://studentsdemandaction.org/\">Students Demand Action\u003c/a> into the national spotlight. The two organizations are now major forces in the gun control movement.\u003c/p>\n\u003cp>The wave of support for bipartisan gun legislation comes as these student-led groups are returning to in-person events — which for the most part came to a stop during the pandemic. Thousands of young people gathered at the Washington Monument earlier this month for the first \u003ca href=\"https://www.npr.org/sections/pictureshow/2022/06/11/1104391490/photos-see-the-march-for-our-lives-across-the-country\">March For Our Lives rally since 2018. \u003c/a>\u003c/p>\n\u003cp>NPR spoke with five high school and college students who have been impacted by gun violence and who are now working to make sure others won't be.\u003c/p>\n\u003cfigure id=\"attachment_59523\" class=\"wp-caption alignnone\" style=\"max-width: 707px\">\u003cimg class=\"size-full wp-image-59523\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d.jpe\" alt=\"\" width=\"707\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d.jpe 707w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d-160x120.jpe 160w\" sizes=\"(max-width: 707px) 100vw, 707px\">\u003cfigcaption class=\"wp-caption-text\">Zoe Touray is a recent graduate of Oxford High School in Oxford, Mich. \u003ccite>(March For Our Lives)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Zoe Touray, 18, Oxford, Mich.\u003c/h3>\n\u003cp>It was the Tuesday after Thanksgiving break when Zoe Touray jumped out of a school window to safety.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She was lucky that day: that short jump meant a quick escape from \u003ca href=\"https://www.npr.org/2021/11/30/1060168531/3-students-have-been-killed-in-a-shooting-at-a-michigan-high-school\">a fellow student with a gun\u003c/a>. But some of her classmates at Oxford High School, about an hour outside Detroit, were not. The 15-year-old shooter killed four students: Hana St. Juliana, 14 Tate Myre, 16, Madisyn Baldwin, 17,and Justin Shilling, 17. The rampage left six more students and a teacher injured.\u003c/p>\n\u003cp>A lot has happened since November for Touray: she graduated from high school, started advocacy work for gun-violence legislation and, more recently, traveled to Washington, D.C., to participate in the 2022 March For Our Lives. She wore the names of her lost classmates on a gray custom T-shirt as she marched.\u003c/p>\n\u003cp>In the immediate aftermath of the shooting, she says, she didn't know how to heal. March For Our Lives reached out to her on Twitter about talking to lawmakers through an upcoming rally in Lansing. She decided to try it.\u003c/p>\n\u003cp>\"At first I didn't think it was such a great idea, but my mom and my dad reassured me that I should do it to kind of get out of the funk that I was in,\" Touray recalled. She thought it would be daunting to be at the Michigan Capitol, but lobbying in Lansing for secure firearm storage and increased mental health resources in Michigan schools energized her and made her feel like she was making an impact. \"So I just kept moving.\"\u003c/p>\n\u003cp>After the Michigan rally, Touray returned home and focused her attention on spending time with friends. She tried to stay off social media, but then the Uvalde shooting happened. Touray felt angry that more students would have to go through the trauma she did. \"It definitely pissed me off,\" Touray says of the Uvalde shooting.\u003c/p>\n\u003cp>Ultimately, she's glad she's working to change things, and encourages other students to get involved, too – but she also says young people need to make sure to \"take care of yourself mentally and physically and emotionally.\"\u003c/p>\n\u003cp>Touray has found that, for her, this means traveling with a small bluetooth speaker and her \"Bad B****\" playlist. She goes back to her hotel room every night, sometimes after days of crying in meetings, and she'll press play on her playlist, \"and I just dance around my room.\"\u003c/p>\n\u003cp>It's the pick-me-up she needs to keep pushing forward.\u003c/p>\n\u003cfigure id=\"attachment_59524\" class=\"wp-caption alignnone\" style=\"max-width: 847px\">\u003cimg class=\"size-full wp-image-59524\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a.jpe\" alt=\"\" width=\"847\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a.jpe 847w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-800x1209.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-160x242.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-768x1161.jpe 768w\" sizes=\"(max-width: 847px) 100vw, 847px\">\u003cfigcaption class=\"wp-caption-text\">Eliyah Cohen is a rising junior at the University of California, Los Angeles. \u003ccite>(Sean Sugai)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Eliyah Cohen, 20, Los Angeles\u003c/h3>\n\u003cp>Less than two weeks after Uvalde, Eliyah Cohen was among dozens of UCLA students laying on the ground in demonstration.\u003c/p>\n\u003cp>For Cohen, who was a high school sophomore in Los Angeles when the Parkland shooting happened, the Uvalde shooting was painful to learn about. \"For so many of us on campus, it was so hard to process,\" says Cohen, a rising junior studying public affairs. \"It felt like, yet again, we're here.\"\u003c/p>\n\u003cp>Two UCLA students from Texas – Anna Faubus and Emma Barrall – organized the lie-in. \"They speak about how back in Texas, a lot of people don't share the same views as them around gun safety, but they felt like at UCLA, even though many of their peers agree with them, they felt like there was a lack of action and response,\" says Cohen.\u003c/p>\n\u003cp>For 337 seconds, Cohen and others laid in silence to honor the 337 children victims of school gun violence who have died since the Columbine High School shooting in 1999, when two teens went on a shooting rampage and killed 13 people in a Denver suburb. The lie-in has since turned into a \"movement\" on UCLA's campus, says Cohen, who aims to turn student's pain and outrage into policy demands. He's part of an organization that lobbies local, state and federal representatives to advocate for policies UCLA students care about.\u003c/p>\n\u003cp>\"Traditionally, [gun safety] hasn't been part of our advocacy,\" says Cohen. \"We're usually focused on very student-centered policies. But I'm passionate about making the case that this is absolutely a student issue and an important one.\"\u003c/p>\n\u003cfigure id=\"attachment_59525\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59525\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/taina1_slide-68a9b60e50db40970957778de34715751f0e6b43-scaled-e1656566777508.jpe\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Taina Patterson is a rising senior at Florida International University in Miami. \u003ccite>(Taina Patterson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Taina Patterson, 21, Miami\u003c/h3>\n\u003cp>Taina Patterson was relaxing at home one day when she heard loud bangs at the front door. It was her mother's ex-boyfriend. He said he had a gun and demanded to be let into the house. Patterson was only 15, but she instinctively gathered her 3-year-old sister and hid with her under the bed.\u003c/p>\n\u003cp>No shots were fired that day, but the experience of being threatened by a firearm spurred her into action.\u003c/p>\n\u003cp>\"When it actually happened to me, and it was in my home, that's when I kind of felt – for the first time – scared for my life because of a gun,\" says Patterson, who grew up in Oceanside, Calif., where she says guns were normalized and gang violence was common. The incident in her home, she says, is \"when I realized there was an issue in our society when it comes to how we perceive guns.\"\u003c/p>\n\u003cp>Patterson was introduced to a member of Moms Demand Action, who helped her start a San Diego chapter of \u003ca href=\"https://studentsdemandaction.org/\">Students Demand Action\u003c/a>, a national, grassroots group of college and high school students that educates communities about gun safety and advocates for changes to federal and local gun policies. Now, Patterson is a rising senior studying political science at Florida International University in Miami, where she hopes to establish a Students Demand Action chapter.\u003c/p>\n\u003cp>She often speaks with other survivors of gun violence through online webinars. She also mentors middle and high school students who are victims of gun violence. \"I let them know that I understand where they're coming from,\" she says, \"and just give them the support that they may not have known they needed, or that they wanted but didn't know where to get it from.\"\u003c/p>\n\u003cp>Patterson writes spoken-word poetry and recently wrote and performed \u003ca href=\"https://www.youtube.com/watch?v=c1lF5tOMp2c\">\"Don't Look Away,\" \u003c/a>in which she demands that Americans \"wake up\" to the nation's alarming rates of gun violence. \"Welcome to America, where 110 Americans will be shot and killed by the end of the day. Where more than 200 Americans will be shot and wounded by the end of the night,\" she states in the poem.\u003c/p>\n\u003cp>\"Many of us, we don't think that gun violence is going to be in front of our faces or is going to happen to us or impact us until it does,\" says Patterson, who hopes to become a broadcast news journalist after college. \"And so I encourage you to speak up and speak against this epidemic that we are facing in America. Just don't look away.\"\u003c/p>\n\u003cfigure id=\"attachment_59526\" class=\"wp-caption alignnone\" style=\"max-width: 1170px\">\u003cimg class=\"size-full wp-image-59526\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148.jpe\" alt=\"\" width=\"1170\" height=\"878\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148.jpe 1170w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-768x576.jpe 768w\" sizes=\"(max-width: 1170px) 100vw, 1170px\">\u003cfigcaption class=\"wp-caption-text\">Peren Tiemann is a recent high school graduate from Lake Oswego, Ore. \u003ccite>(Peren Tiemann)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Peren Tiemann , 17, Lake Oswego, Ore.\u003c/h3>\n\u003cp>Peren Tiemann can't remember a time when the effects of gun violence weren't present in their life. The recent high school graduate recalls practicing lockdown drills as far back as elementary school and, as a result, feeling the chronic impulse to find the closest exit inside any classroom.\u003c/p>\n\u003cp>But news of the Parkland shooting hit Tiemann differently. \"That was the first time I heard something that shook me so deeply,\" says Tiemann. \"I commonly refer to that as the first time I started paying attention to what was actually on the news.\"\u003c/p>\n\u003cp>And not only was Tiemann paying attention, they decided to do something.\u003c/p>\n\u003cp>A shy and anxious high school freshman at the time, Tiemann signed up for the Students Demand Action Texting Team, which helps mobilize other students by sending them text messages with opportunities to advance gun reform. Texting was a way Tiemann could take action while avoiding talking to people.\u003c/p>\n\u003cp>\"The idea of speaking out loud and asking people to help me was absolutely terrifying,\" Tiemann says. Instead, they opted to stay within the bounds of texting, where they could read and reread each message, fact-checking and verifying over and over that they were delivering accurate information.\u003c/p>\n\u003cp>But now, Tiemann says they're confident speaking to just about anyone about gun violence. Whether that's fellow students, policymakers, or a reporter from NPR. Tiemann's shift towards speaking out began in their own high school, where they created a Students Demand Action chapter with the help of a couple classmates and a teacher.\u003c/p>\n\u003cp>The local chapter has worked with school administrators to reform active shooter drills so that students, parents and administrators receive notice of the drills in advance. \"I've had experiences in my school district where we have not been notified [of] a drill which causes extreme amounts of panic,\" says Tiemann, who is now part of the organization's national advisory board.\u003c/p>\n\u003cp>Tiemann will attend Miami University in Oxford, Ohio, this fall, with the long-range goal, they say, of \"running for office or being an organizer for the rest of my life.\"\u003c/p>\n\u003cfigure id=\"attachment_59527\" class=\"wp-caption alignnone\" style=\"max-width: 1792px\">\u003cimg class=\"size-full wp-image-59527\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-scaled.jpe\" alt=\"\" width=\"1792\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-scaled.jpe 1792w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-800x1143.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1020x1457.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-160x229.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-768x1097.jpe 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1075x1536.jpe 1075w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1433x2048.jpe 1433w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1920x2743.jpe 1920w\" sizes=\"(max-width: 1792px) 100vw, 1792px\">\u003cfigcaption class=\"wp-caption-text\">RuQuan Brown is a rising junior at Harvard University. \u003ccite>(Prolific Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>RuQuan Brown, 20, Washington, D.C.\u003c/h3>\n\u003cp>On June 11, RuQuan Brown woke up feeling excited. Brown is a rising junior at Harvard University, but was back in his hometown of Washington, D.C., for the week. That day, he joined thousands of activists at the Washington Monument, where they urged Congress to take action to address gun violence.\u003c/p>\n\u003cp>\"I'm a former football player, and so this feels like game day a little bit,\" Brown told NPR before the start of the march.\u003c/p>\n\u003cp>Brown's path to activism was driven by a series of events while he was in high school. In 2017, he lost a football teammate, Robert Lee Arthur Jr., to gun violence. Hardly anyone, Brown says, seemed to be talking about it.\u003c/p>\n\u003cp>\"I felt like it was my responsibility to pick up a microphone and make sure that the world found out about his life, but also the lives that would be taken after his.\"\u003c/p>\n\u003cp>The following year, Brown's stepfather was taken by gun violence too.\u003c/p>\n\u003cp>In the wake of these tragedies, Brown created a merchandise company called \u003ca href=\"https://www.love1biz.com/\">Love1\u003c/a> – for Arthur's jersey number. It sells clothing, like tees and sweatshirts, along with accessories including branded face masks and stickers. Brown donates a portion of proceeds from the company's merchandise to charitable causes. Things like funeral costs for victims of gun violence, a public art project pushing gun violence prevention, or helping Washington's public school students access therapy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As he got ready for the March For Our Lives rally at the Washington Monument, Brown ruminated on what he thought he – or all the other activists – might get out of it. He's in this for the long run, he says: \"We don't just want to save people for the next five or 10 years. We want people to be safe, far after our lives. Far after we are hopefully naturally gone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+5+students%3A+What+inspired+you+to+become+a+gun+control+activist%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Joe Biden signed the first major gun reform legislation in decades on Saturday. The move came one month after a gunman in Uvalde, Texas, killed 19 elementary school students and two teachers.\u003c/p>\n\u003cp>While Congress may be getting the attention right now, students around the country have been working to push legislation like this for years. In 2018, after a mass shooting at \u003ca href=\"https://www.npr.org/sections/thetwo-way/2018/02/14/585835311/shooter-and-possible-injuries-reported-at-broward-county-fla-high-school\">Marjory Stoneman Douglas High School\u003c/a> in Parkland, Fla., students nationwide took to the streets and propelled \u003ca href=\"https://www.npr.org/sections/ed/2018/03/24/596746018/illustrated-scenes-from-the-march-for-our-lives\">March For Our Lives\u003c/a> and \u003ca href=\"https://studentsdemandaction.org/\">Students Demand Action\u003c/a> into the national spotlight. The two organizations are now major forces in the gun control movement.\u003c/p>\n\u003cp>The wave of support for bipartisan gun legislation comes as these student-led groups are returning to in-person events — which for the most part came to a stop during the pandemic. Thousands of young people gathered at the Washington Monument earlier this month for the first \u003ca href=\"https://www.npr.org/sections/pictureshow/2022/06/11/1104391490/photos-see-the-march-for-our-lives-across-the-country\">March For Our Lives rally since 2018. \u003c/a>\u003c/p>\n\u003cp>NPR spoke with five high school and college students who have been impacted by gun violence and who are now working to make sure others won't be.\u003c/p>\n\u003cfigure id=\"attachment_59523\" class=\"wp-caption alignnone\" style=\"max-width: 707px\">\u003cimg class=\"size-full wp-image-59523\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d.jpe\" alt=\"\" width=\"707\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d.jpe 707w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/zoe-3bc4fd64372f8d99a2073a393db2f74312cba11d-160x120.jpe 160w\" sizes=\"(max-width: 707px) 100vw, 707px\">\u003cfigcaption class=\"wp-caption-text\">Zoe Touray is a recent graduate of Oxford High School in Oxford, Mich. \u003ccite>(March For Our Lives)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Zoe Touray, 18, Oxford, Mich.\u003c/h3>\n\u003cp>It was the Tuesday after Thanksgiving break when Zoe Touray jumped out of a school window to safety.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She was lucky that day: that short jump meant a quick escape from \u003ca href=\"https://www.npr.org/2021/11/30/1060168531/3-students-have-been-killed-in-a-shooting-at-a-michigan-high-school\">a fellow student with a gun\u003c/a>. But some of her classmates at Oxford High School, about an hour outside Detroit, were not. The 15-year-old shooter killed four students: Hana St. Juliana, 14 Tate Myre, 16, Madisyn Baldwin, 17,and Justin Shilling, 17. The rampage left six more students and a teacher injured.\u003c/p>\n\u003cp>A lot has happened since November for Touray: she graduated from high school, started advocacy work for gun-violence legislation and, more recently, traveled to Washington, D.C., to participate in the 2022 March For Our Lives. She wore the names of her lost classmates on a gray custom T-shirt as she marched.\u003c/p>\n\u003cp>In the immediate aftermath of the shooting, she says, she didn't know how to heal. March For Our Lives reached out to her on Twitter about talking to lawmakers through an upcoming rally in Lansing. She decided to try it.\u003c/p>\n\u003cp>\"At first I didn't think it was such a great idea, but my mom and my dad reassured me that I should do it to kind of get out of the funk that I was in,\" Touray recalled. She thought it would be daunting to be at the Michigan Capitol, but lobbying in Lansing for secure firearm storage and increased mental health resources in Michigan schools energized her and made her feel like she was making an impact. \"So I just kept moving.\"\u003c/p>\n\u003cp>After the Michigan rally, Touray returned home and focused her attention on spending time with friends. She tried to stay off social media, but then the Uvalde shooting happened. Touray felt angry that more students would have to go through the trauma she did. \"It definitely pissed me off,\" Touray says of the Uvalde shooting.\u003c/p>\n\u003cp>Ultimately, she's glad she's working to change things, and encourages other students to get involved, too – but she also says young people need to make sure to \"take care of yourself mentally and physically and emotionally.\"\u003c/p>\n\u003cp>Touray has found that, for her, this means traveling with a small bluetooth speaker and her \"Bad B****\" playlist. She goes back to her hotel room every night, sometimes after days of crying in meetings, and she'll press play on her playlist, \"and I just dance around my room.\"\u003c/p>\n\u003cp>It's the pick-me-up she needs to keep pushing forward.\u003c/p>\n\u003cfigure id=\"attachment_59524\" class=\"wp-caption alignnone\" style=\"max-width: 847px\">\u003cimg class=\"size-full wp-image-59524\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a.jpe\" alt=\"\" width=\"847\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a.jpe 847w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-800x1209.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-160x242.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/eliyah1_custom-882d29bba0a809f9d4c64118c216925a3561cb4a-768x1161.jpe 768w\" sizes=\"(max-width: 847px) 100vw, 847px\">\u003cfigcaption class=\"wp-caption-text\">Eliyah Cohen is a rising junior at the University of California, Los Angeles. \u003ccite>(Sean Sugai)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Eliyah Cohen, 20, Los Angeles\u003c/h3>\n\u003cp>Less than two weeks after Uvalde, Eliyah Cohen was among dozens of UCLA students laying on the ground in demonstration.\u003c/p>\n\u003cp>For Cohen, who was a high school sophomore in Los Angeles when the Parkland shooting happened, the Uvalde shooting was painful to learn about. \"For so many of us on campus, it was so hard to process,\" says Cohen, a rising junior studying public affairs. \"It felt like, yet again, we're here.\"\u003c/p>\n\u003cp>Two UCLA students from Texas – Anna Faubus and Emma Barrall – organized the lie-in. \"They speak about how back in Texas, a lot of people don't share the same views as them around gun safety, but they felt like at UCLA, even though many of their peers agree with them, they felt like there was a lack of action and response,\" says Cohen.\u003c/p>\n\u003cp>For 337 seconds, Cohen and others laid in silence to honor the 337 children victims of school gun violence who have died since the Columbine High School shooting in 1999, when two teens went on a shooting rampage and killed 13 people in a Denver suburb. The lie-in has since turned into a \"movement\" on UCLA's campus, says Cohen, who aims to turn student's pain and outrage into policy demands. He's part of an organization that lobbies local, state and federal representatives to advocate for policies UCLA students care about.\u003c/p>\n\u003cp>\"Traditionally, [gun safety] hasn't been part of our advocacy,\" says Cohen. \"We're usually focused on very student-centered policies. But I'm passionate about making the case that this is absolutely a student issue and an important one.\"\u003c/p>\n\u003cfigure id=\"attachment_59525\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59525\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/taina1_slide-68a9b60e50db40970957778de34715751f0e6b43-scaled-e1656566777508.jpe\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Taina Patterson is a rising senior at Florida International University in Miami. \u003ccite>(Taina Patterson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Taina Patterson, 21, Miami\u003c/h3>\n\u003cp>Taina Patterson was relaxing at home one day when she heard loud bangs at the front door. It was her mother's ex-boyfriend. He said he had a gun and demanded to be let into the house. Patterson was only 15, but she instinctively gathered her 3-year-old sister and hid with her under the bed.\u003c/p>\n\u003cp>No shots were fired that day, but the experience of being threatened by a firearm spurred her into action.\u003c/p>\n\u003cp>\"When it actually happened to me, and it was in my home, that's when I kind of felt – for the first time – scared for my life because of a gun,\" says Patterson, who grew up in Oceanside, Calif., where she says guns were normalized and gang violence was common. The incident in her home, she says, is \"when I realized there was an issue in our society when it comes to how we perceive guns.\"\u003c/p>\n\u003cp>Patterson was introduced to a member of Moms Demand Action, who helped her start a San Diego chapter of \u003ca href=\"https://studentsdemandaction.org/\">Students Demand Action\u003c/a>, a national, grassroots group of college and high school students that educates communities about gun safety and advocates for changes to federal and local gun policies. Now, Patterson is a rising senior studying political science at Florida International University in Miami, where she hopes to establish a Students Demand Action chapter.\u003c/p>\n\u003cp>She often speaks with other survivors of gun violence through online webinars. She also mentors middle and high school students who are victims of gun violence. \"I let them know that I understand where they're coming from,\" she says, \"and just give them the support that they may not have known they needed, or that they wanted but didn't know where to get it from.\"\u003c/p>\n\u003cp>Patterson writes spoken-word poetry and recently wrote and performed \u003ca href=\"https://www.youtube.com/watch?v=c1lF5tOMp2c\">\"Don't Look Away,\" \u003c/a>in which she demands that Americans \"wake up\" to the nation's alarming rates of gun violence. \"Welcome to America, where 110 Americans will be shot and killed by the end of the day. Where more than 200 Americans will be shot and wounded by the end of the night,\" she states in the poem.\u003c/p>\n\u003cp>\"Many of us, we don't think that gun violence is going to be in front of our faces or is going to happen to us or impact us until it does,\" says Patterson, who hopes to become a broadcast news journalist after college. \"And so I encourage you to speak up and speak against this epidemic that we are facing in America. Just don't look away.\"\u003c/p>\n\u003cfigure id=\"attachment_59526\" class=\"wp-caption alignnone\" style=\"max-width: 1170px\">\u003cimg class=\"size-full wp-image-59526\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148.jpe\" alt=\"\" width=\"1170\" height=\"878\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148.jpe 1170w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/peren3-efa334f18b0838579f1403ed7d142ceaffa6b148-768x576.jpe 768w\" sizes=\"(max-width: 1170px) 100vw, 1170px\">\u003cfigcaption class=\"wp-caption-text\">Peren Tiemann is a recent high school graduate from Lake Oswego, Ore. \u003ccite>(Peren Tiemann)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Peren Tiemann , 17, Lake Oswego, Ore.\u003c/h3>\n\u003cp>Peren Tiemann can't remember a time when the effects of gun violence weren't present in their life. The recent high school graduate recalls practicing lockdown drills as far back as elementary school and, as a result, feeling the chronic impulse to find the closest exit inside any classroom.\u003c/p>\n\u003cp>But news of the Parkland shooting hit Tiemann differently. \"That was the first time I heard something that shook me so deeply,\" says Tiemann. \"I commonly refer to that as the first time I started paying attention to what was actually on the news.\"\u003c/p>\n\u003cp>And not only was Tiemann paying attention, they decided to do something.\u003c/p>\n\u003cp>A shy and anxious high school freshman at the time, Tiemann signed up for the Students Demand Action Texting Team, which helps mobilize other students by sending them text messages with opportunities to advance gun reform. Texting was a way Tiemann could take action while avoiding talking to people.\u003c/p>\n\u003cp>\"The idea of speaking out loud and asking people to help me was absolutely terrifying,\" Tiemann says. Instead, they opted to stay within the bounds of texting, where they could read and reread each message, fact-checking and verifying over and over that they were delivering accurate information.\u003c/p>\n\u003cp>But now, Tiemann says they're confident speaking to just about anyone about gun violence. Whether that's fellow students, policymakers, or a reporter from NPR. Tiemann's shift towards speaking out began in their own high school, where they created a Students Demand Action chapter with the help of a couple classmates and a teacher.\u003c/p>\n\u003cp>The local chapter has worked with school administrators to reform active shooter drills so that students, parents and administrators receive notice of the drills in advance. \"I've had experiences in my school district where we have not been notified [of] a drill which causes extreme amounts of panic,\" says Tiemann, who is now part of the organization's national advisory board.\u003c/p>\n\u003cp>Tiemann will attend Miami University in Oxford, Ohio, this fall, with the long-range goal, they say, of \"running for office or being an organizer for the rest of my life.\"\u003c/p>\n\u003cfigure id=\"attachment_59527\" class=\"wp-caption alignnone\" style=\"max-width: 1792px\">\u003cimg class=\"size-full wp-image-59527\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-scaled.jpe\" alt=\"\" width=\"1792\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-scaled.jpe 1792w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-800x1143.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1020x1457.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-160x229.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-768x1097.jpe 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1075x1536.jpe 1075w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1433x2048.jpe 1433w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/ruquan_custom-80b8c81d2f88338c7fb6ab0adcc90ba9ee07c1e6-1920x2743.jpe 1920w\" sizes=\"(max-width: 1792px) 100vw, 1792px\">\u003cfigcaption class=\"wp-caption-text\">RuQuan Brown is a rising junior at Harvard University. \u003ccite>(Prolific Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>RuQuan Brown, 20, Washington, D.C.\u003c/h3>\n\u003cp>On June 11, RuQuan Brown woke up feeling excited. Brown is a rising junior at Harvard University, but was back in his hometown of Washington, D.C., for the week. That day, he joined thousands of activists at the Washington Monument, where they urged Congress to take action to address gun violence.\u003c/p>\n\u003cp>\"I'm a former football player, and so this feels like game day a little bit,\" Brown told NPR before the start of the march.\u003c/p>\n\u003cp>Brown's path to activism was driven by a series of events while he was in high school. In 2017, he lost a football teammate, Robert Lee Arthur Jr., to gun violence. Hardly anyone, Brown says, seemed to be talking about it.\u003c/p>\n\u003cp>\"I felt like it was my responsibility to pick up a microphone and make sure that the world found out about his life, but also the lives that would be taken after his.\"\u003c/p>\n\u003cp>The following year, Brown's stepfather was taken by gun violence too.\u003c/p>\n\u003cp>In the wake of these tragedies, Brown created a merchandise company called \u003ca href=\"https://www.love1biz.com/\">Love1\u003c/a> – for Arthur's jersey number. It sells clothing, like tees and sweatshirts, along with accessories including branded face masks and stickers. Brown donates a portion of proceeds from the company's merchandise to charitable causes. Things like funeral costs for victims of gun violence, a public art project pushing gun violence prevention, or helping Washington's public school students access therapy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As he got ready for the March For Our Lives rally at the Washington Monument, Brown ruminated on what he thought he – or all the other activists – might get out of it. He's in this for the long run, he says: \"We don't just want to save people for the next five or 10 years. We want people to be safe, far after our lives. Far after we are hopefully naturally gone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+5+students%3A+What+inspired+you+to+become+a+gun+control+activist%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As President Biden inches toward an announcement on federal student loan forgiveness, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/npr-student-loan-forgiveness-2022\">a new NPR/Ipsos poll\u003c/a> has found slightly more than half of Americans support \u003ca href=\"https://www.washingtonpost.com/us-policy/2022/05/27/biden-student-debt-borrower/\">what has been reported\u003c/a> to be Biden's likeliest path: forgiving up to $10,000 per person. But an overwhelming majority – including a majority of those with student loans – said the government should prioritize making college more affordable over forgiving existing student loans.\u003c/p>\n\u003cp>The nationally representative poll of 1,022 Americans was conducted between June 3 and 5, and included an oversample of more than 400 student loan borrowers. The margin of error is +/- 3.3 percentage points for all respondents and +/- 4.8 percentage points for those with student loans.\u003c/p>\n\u003cp>Here's what we learned:\u003c/p>\n\u003ch3>There's general support for \u003cem>some\u003c/em> debt cancellation\u003c/h3>\n\u003cp>A majority of the general public (55%) supports forgiving up to $10,000 of a person's federal student loan debt. But the more generous the relief, the more that support narrows.\u003c/p>\n\u003cp>Forty-seven percent of all respondents said they support forgiving up to $50,000 in debt, while 41% expressed support for wiping the slate completely clean for all borrowers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Support for debt relief was, not surprisingly, far higher among borrowers themselves.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>One thing that comes through really clearly with this poll is that those closest to the issue, people that currently hold student loan debt, are in a very different position from the American public as a whole,\" says Mallory Newall of Ipsos.\u003c/p>\n\u003cp>Eighty-four percent of borrowers supported $10,000 of relief, 78% backed a jump to $50,000 and still two-thirds (68%) supported forgiving all student loan debt.\u003c/p>\n\u003cp>Support was far weaker among respondents without student loans: Half supported $10,000 of relief, and just 37% supported full debt cancellation.\u003c/p>\n\u003cp>The Biden administration has also hinted it might exclude high-income borrowers from relief – those who earn more than $150,000 a year or couples who earn more than $300,000. But when asked about income limits, poll respondents' views about debt relief didn't budge.\u003c/p>\n\u003ch3>Don't leave out grad school borrowers\u003c/h3>\n\u003cp>The Biden administration has floated the possibility of forgiving only undergraduate debt, based on the assumption that a borrower with a graduate degree is in a better position to pay off their debts. But according to this new survey, Americans don't see a meaningful difference.\u003c/p>\n\u003cp>Sixty-five percent of all respondents agreed: If the government forgives some student loan debt, it should be for any type of education, whether that's undergraduate or graduate.\u003c/p>\n\u003cp>Just 30% said, if the government is going to forgive debt, it should only be for undergraduates.\u003c/p>\n\u003ch3>Erasing old debts vs. fixing the system\u003c/h3>\n\u003cp>In one of the poll's most unexpected findings, respondents were asked to choose which sentence they agreed with more:\u003c/p>\n\u003col>\n\u003cli>\"The government should prioritize making college more affordable for current and future students\"\u003c/li>\n\u003cli>\"The government should prioritize forgiving some debt for those with existing student loans\"\u003c/li>\n\u003c/ol>\n\u003cp>A whopping 82% said the government's priority should be making college more affordable for current and future students. Just 16% believed forgiving student debts should take priority.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>What that tells me is that, while student loan forgiveness for some is seen as a good proposal and a short-term fix, where we actually need to go from here is true, systematic change,\" Newall says.\u003c/p>\n\u003cp>The other surprise is that respondents with student loans felt similarly.\u003c/p>\n\u003cp>Fifty-nine percent of respondents with student loans said the government should focus first on fixing the system, while 41% said the government should prioritize debt cancellation.\u003c/p>\n\u003cp>\"If I had to pick one for me, today: Forgive student loans,\" says Briana Ford, 27, of Columbia, S.C. She has roughly $50,000 in student loan debts from college and is now earning a graduate degree.\u003c/p>\n\u003cp>Ford says she has tried, at every turn, to pay for her education without relying on loans, but she's incredibly frustrated with the high cost of college and worries that a generation of students are taking on loans they cannot afford because they see no other viable path into the middle-class.\u003c/p>\n\u003cp>That's why, even though Ford wants Biden to prioritize forgiving the debts of past borrowers, she says the federal government must also do something to help future borrowers.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>I acknowledge that just forgiving student loans without addressing the problem is like draining a tub without turning off the faucet,\" Ford says, but \"in reality it isn't an either-or. Political leaders actually can do two things.\"\u003c/p>\n\u003cp>This could be a key fissure in the student debt debate as President Biden's most ambitious efforts to remake the system moving forward remain unfulfilled, including his pitches to \u003ca href=\"https://www.npr.org/2021/10/20/1047609415/white-house-drops-free-community-college-from-its-spending-bill\">make community college free\u003c/a> and to double the Pell Grant for low-income college students.\u003c/p>\n\u003cp>The general public seems to understand what economists have been worrying over for months: That a move to erase student debts without a plan to help future borrowers will simply lead to a new mountain of debt for a new generation of student debtors – and quickly.\u003c/p>\n\u003cp>In fact, the \u003ca href=\"https://www.crfb.org/blogs/how-long-cancelled-student-debt-would-return#:~:text=In%20real%20dollars%2C%20using%20the,in%202039%20for%20full%20cancellation.\">Committee for a Responsible Federal Budget\u003c/a> estimates that \"outstanding debt would return to its current level in 2027 for $10,000 of forgiveness, in 2034 for $50,000 of forgiveness, and in 2039 for full cancellation.\"\u003c/p>\n\u003ch3>What borrowers have done during the student loan payment pause\u003c/h3>\n\u003cp>Federal student loan payments \u003ca href=\"https://www.npr.org/2022/04/06/1091018301/student-loan-pause-extended\">have been on pause\u003c/a> since March 2020. According to the poll, 57% of borrowers have not made a single payment during the pause, and 20% have \u003cem>never \u003c/em>made a payment toward their student loans.\u003c/p>\n\u003cp>Twins Morgan and Trianna Downing are among the roughly 4 million college students who graduated in spring 2020, directly into the student loan payment freeze. They've never known the pressures of regular loan payments. Now, a couple years into the job market and with their sights set on grad school, the twins have very different views of their finances.\u003c/p>\n\u003cfigure id=\"attachment_59493\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59493\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/downingtwin_aar_30_slide-cd2bfd24d58930839a3328af79692dd59b22926d-scaled-e1655480303228.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Twins Morgan (right) and Trianna Downing are among the roughly 4 million college students who graduated in spring 2020, directly into the student loan payment freeze. \u003ccite>(Amanda Andrade-Rhoades for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trianna wants to pay down her undergraduate debt before taking more loans out for grad school.\u003c/p>\n\u003cp>\"I don't mind starting to pay mine back now. My hope is to pay them off in less than four to six years, and I've made a budget so that I can do that.\"\u003c/p>\n\u003cp>The poll suggests she's an unusual case – just a small slice of 18- to 25-year-old respondents said they have made payments during the pause.\u003c/p>\n\u003cp>Morgan feels differently. She says she made a few loan payments after graduating, but \"after like the second or third payment, I was like, 'This is ridiculous. Why am I making payments?' \"\u003c/p>\n\u003cp>She says her undergraduate loans don't feel real, and she's waiting to see if President Biden will come through on his \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">campaign promise\u003c/a> to cancel at least $10,000 in student debt per person.\u003c/p>\n\u003cp>\"I was excited to vote for a president that was saying [he] was going to clear [my] debt,\" Morgan says.\u003c/p>\n\u003cp>In fact, 42% of borrowers in the NPR/Ipsos poll said they haven't made a payment during the pause because they're hoping their debts will be forgiven.\u003c/p>\n\u003ch3>The payment pause gave borrowers room to breathe\u003c/h3>\n\u003cp>Forty-seven percent of the borrowers NPR and Ipsos surveyed said the payment pause has improved their mental health.\u003c/p>\n\u003cp>Newall at Ipsos says that's evident when you look at how borrowers spent the money they didn't have to put toward their loans. The top three expenses in that category include essentials like food, rent and gas (51%); paying down other debts (45%); and putting money into savings (44%).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's clear that it offered people financial freedom in some capacity,\" Newall says, \"but that freedom is not really to make a big purchase like a house or a car or take a vacation. It really is about a reprieve – a little bit of breathing room in your day to day life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Americans+support+student+loan+forgiveness%2C+but+would+rather+rein+in+college+costs&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As President Biden inches toward an announcement on federal student loan forgiveness, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/npr-student-loan-forgiveness-2022\">a new NPR/Ipsos poll\u003c/a> has found slightly more than half of Americans support \u003ca href=\"https://www.washingtonpost.com/us-policy/2022/05/27/biden-student-debt-borrower/\">what has been reported\u003c/a> to be Biden's likeliest path: forgiving up to $10,000 per person. But an overwhelming majority – including a majority of those with student loans – said the government should prioritize making college more affordable over forgiving existing student loans.\u003c/p>\n\u003cp>The nationally representative poll of 1,022 Americans was conducted between June 3 and 5, and included an oversample of more than 400 student loan borrowers. The margin of error is +/- 3.3 percentage points for all respondents and +/- 4.8 percentage points for those with student loans.\u003c/p>\n\u003cp>Here's what we learned:\u003c/p>\n\u003ch3>There's general support for \u003cem>some\u003c/em> debt cancellation\u003c/h3>\n\u003cp>A majority of the general public (55%) supports forgiving up to $10,000 of a person's federal student loan debt. But the more generous the relief, the more that support narrows.\u003c/p>\n\u003cp>Forty-seven percent of all respondents said they support forgiving up to $50,000 in debt, while 41% expressed support for wiping the slate completely clean for all borrowers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Support for debt relief was, not surprisingly, far higher among borrowers themselves.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>One thing that comes through really clearly with this poll is that those closest to the issue, people that currently hold student loan debt, are in a very different position from the American public as a whole,\" says Mallory Newall of Ipsos.\u003c/p>\n\u003cp>Eighty-four percent of borrowers supported $10,000 of relief, 78% backed a jump to $50,000 and still two-thirds (68%) supported forgiving all student loan debt.\u003c/p>\n\u003cp>Support was far weaker among respondents without student loans: Half supported $10,000 of relief, and just 37% supported full debt cancellation.\u003c/p>\n\u003cp>The Biden administration has also hinted it might exclude high-income borrowers from relief – those who earn more than $150,000 a year or couples who earn more than $300,000. But when asked about income limits, poll respondents' views about debt relief didn't budge.\u003c/p>\n\u003ch3>Don't leave out grad school borrowers\u003c/h3>\n\u003cp>The Biden administration has floated the possibility of forgiving only undergraduate debt, based on the assumption that a borrower with a graduate degree is in a better position to pay off their debts. But according to this new survey, Americans don't see a meaningful difference.\u003c/p>\n\u003cp>Sixty-five percent of all respondents agreed: If the government forgives some student loan debt, it should be for any type of education, whether that's undergraduate or graduate.\u003c/p>\n\u003cp>Just 30% said, if the government is going to forgive debt, it should only be for undergraduates.\u003c/p>\n\u003ch3>Erasing old debts vs. fixing the system\u003c/h3>\n\u003cp>In one of the poll's most unexpected findings, respondents were asked to choose which sentence they agreed with more:\u003c/p>\n\u003col>\n\u003cli>\"The government should prioritize making college more affordable for current and future students\"\u003c/li>\n\u003cli>\"The government should prioritize forgiving some debt for those with existing student loans\"\u003c/li>\n\u003c/ol>\n\u003cp>A whopping 82% said the government's priority should be making college more affordable for current and future students. Just 16% believed forgiving student debts should take priority.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>What that tells me is that, while student loan forgiveness for some is seen as a good proposal and a short-term fix, where we actually need to go from here is true, systematic change,\" Newall says.\u003c/p>\n\u003cp>The other surprise is that respondents with student loans felt similarly.\u003c/p>\n\u003cp>Fifty-nine percent of respondents with student loans said the government should focus first on fixing the system, while 41% said the government should prioritize debt cancellation.\u003c/p>\n\u003cp>\"If I had to pick one for me, today: Forgive student loans,\" says Briana Ford, 27, of Columbia, S.C. She has roughly $50,000 in student loan debts from college and is now earning a graduate degree.\u003c/p>\n\u003cp>Ford says she has tried, at every turn, to pay for her education without relying on loans, but she's incredibly frustrated with the high cost of college and worries that a generation of students are taking on loans they cannot afford because they see no other viable path into the middle-class.\u003c/p>\n\u003cp>That's why, even though Ford wants Biden to prioritize forgiving the debts of past borrowers, she says the federal government must also do something to help future borrowers.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>I acknowledge that just forgiving student loans without addressing the problem is like draining a tub without turning off the faucet,\" Ford says, but \"in reality it isn't an either-or. Political leaders actually can do two things.\"\u003c/p>\n\u003cp>This could be a key fissure in the student debt debate as President Biden's most ambitious efforts to remake the system moving forward remain unfulfilled, including his pitches to \u003ca href=\"https://www.npr.org/2021/10/20/1047609415/white-house-drops-free-community-college-from-its-spending-bill\">make community college free\u003c/a> and to double the Pell Grant for low-income college students.\u003c/p>\n\u003cp>The general public seems to understand what economists have been worrying over for months: That a move to erase student debts without a plan to help future borrowers will simply lead to a new mountain of debt for a new generation of student debtors – and quickly.\u003c/p>\n\u003cp>In fact, the \u003ca href=\"https://www.crfb.org/blogs/how-long-cancelled-student-debt-would-return#:~:text=In%20real%20dollars%2C%20using%20the,in%202039%20for%20full%20cancellation.\">Committee for a Responsible Federal Budget\u003c/a> estimates that \"outstanding debt would return to its current level in 2027 for $10,000 of forgiveness, in 2034 for $50,000 of forgiveness, and in 2039 for full cancellation.\"\u003c/p>\n\u003ch3>What borrowers have done during the student loan payment pause\u003c/h3>\n\u003cp>Federal student loan payments \u003ca href=\"https://www.npr.org/2022/04/06/1091018301/student-loan-pause-extended\">have been on pause\u003c/a> since March 2020. According to the poll, 57% of borrowers have not made a single payment during the pause, and 20% have \u003cem>never \u003c/em>made a payment toward their student loans.\u003c/p>\n\u003cp>Twins Morgan and Trianna Downing are among the roughly 4 million college students who graduated in spring 2020, directly into the student loan payment freeze. They've never known the pressures of regular loan payments. Now, a couple years into the job market and with their sights set on grad school, the twins have very different views of their finances.\u003c/p>\n\u003cfigure id=\"attachment_59493\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59493\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/downingtwin_aar_30_slide-cd2bfd24d58930839a3328af79692dd59b22926d-scaled-e1655480303228.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Twins Morgan (right) and Trianna Downing are among the roughly 4 million college students who graduated in spring 2020, directly into the student loan payment freeze. \u003ccite>(Amanda Andrade-Rhoades for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trianna wants to pay down her undergraduate debt before taking more loans out for grad school.\u003c/p>\n\u003cp>\"I don't mind starting to pay mine back now. My hope is to pay them off in less than four to six years, and I've made a budget so that I can do that.\"\u003c/p>\n\u003cp>The poll suggests she's an unusual case – just a small slice of 18- to 25-year-old respondents said they have made payments during the pause.\u003c/p>\n\u003cp>Morgan feels differently. She says she made a few loan payments after graduating, but \"after like the second or third payment, I was like, 'This is ridiculous. Why am I making payments?' \"\u003c/p>\n\u003cp>She says her undergraduate loans don't feel real, and she's waiting to see if President Biden will come through on his \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">campaign promise\u003c/a> to cancel at least $10,000 in student debt per person.\u003c/p>\n\u003cp>\"I was excited to vote for a president that was saying [he] was going to clear [my] debt,\" Morgan says.\u003c/p>\n\u003cp>In fact, 42% of borrowers in the NPR/Ipsos poll said they haven't made a payment during the pause because they're hoping their debts will be forgiven.\u003c/p>\n\u003ch3>The payment pause gave borrowers room to breathe\u003c/h3>\n\u003cp>Forty-seven percent of the borrowers NPR and Ipsos surveyed said the payment pause has improved their mental health.\u003c/p>\n\u003cp>Newall at Ipsos says that's evident when you look at how borrowers spent the money they didn't have to put toward their loans. The top three expenses in that category include essentials like food, rent and gas (51%); paying down other debts (45%); and putting money into savings (44%).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's clear that it offered people financial freedom in some capacity,\" Newall says, \"but that freedom is not really to make a big purchase like a house or a car or take a vacation. It really is about a reprieve – a little bit of breathing room in your day to day life.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Americans+support+student+loan+forgiveness%2C+but+would+rather+rein+in+college+costs&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A teacher who was at the Parkland shooting offers advice for the Uvalde survivors",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated June 3, 2022 at 11:32 AM ET\u003c/strong>\u003c/div>\n\u003cp>Kim Krawczyk was teaching a math lesson for her freshman students on a Wednesday in 2018 when shots rang out in the building. The attack on Marjory Stoneman Douglas High School in Parkland, Fla., would leave 14 students and three staff members dead.\u003c/p>\n\u003cp>While no shots were fired into her classroom that day, she and her students were traumatized, and she says school shootings like the one last week \u003ca href=\"https://www.npr.org/series/1101183663/uvalde-elementary-school-shooting\">in Uvalde, Texas\u003c/a>, resurface the experience for them.\u003c/p>\n\u003cp>\"We know exactly what it feels like, to have that fear, to have that panic, to hold out hope. To lose our friends and colleagues,\" she says. \"You just want to believe as a survivor that no one will ever have to go through this again.\"\u003c/p>\n\u003cp>Unfortunately, many families and teachers have in the four years since the Parkland shooting, and more likely will in the future.\u003c/p>\n\u003cp>\"In the coming days you will work your schedules around funerals. You'll have to fill out victim reports and organize fundraisers. You'll struggle to get out of bed and forget what day it is,\" \u003ca href=\"https://www.businessinsider.com/parkland-florida-teacher-reacts-to-uvalde-shooting-message-kimberly-krawczyk-2022-5\">Krawczyk wrote in an essay\u003c/a> for \u003cem>Business Insider\u003c/em>. \"You will walk your dog. You will hate God; you will thank God. You will find the fire to move forward.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She says her experience suggests recovery will be a monthslong process for those who were at Robb Elementary School during the Uvalde shooting.\u003c/p>\n\u003cp>\"We were a mess. Trying to get therapy, trying to get help and trying to get someone to understand us,\" she tells NPR's \u003cem>Morning Edition\u003c/em>. \"I always did the best I could — I stayed in contact with the families where I could — but I was trying to get \u003cem>myself \u003c/em>out of that shock.\"\u003c/p>\n\u003cp>In the end, she says she and her students found that talking to each other was something that helped a lot. She's still in contact with many of them.\u003c/p>\n\u003cp>There wasn't much training available for dealing with trauma at the time of the Stoneman Douglas shooting, she says, but there will be a lot the staff and students of Robb Elementary will need help coping with.\u003c/p>\n\u003cp>\"Survivor guilt. I don't know that the little kids will have it. The teenagers had it. I have it,\" Krawczyk says. \"The families are going to need counseling. Those kids are going to need a safe, normal space to reconnect.\"\u003c/p>\n\u003cp>And that place can't be back at school, she says — something she learned in her classroom in the aftermath of the Parkland attack.\u003c/p>\n\u003cp>\"Because I was teaching right before everything happened, my voice would be a trigger sometimes to the kids, and they would literally start crying,\" she says.\u003c/p>\n\u003cp>In terms of prevention, Krawczyk is in favor of making it harder to get the kind of weapons the shooters in Parkland and Uvalde used, including higher age limits — \"an 18-year-old is a child,\" she says.\u003c/p>\n\u003cp>And if conservative politicians insist on focusing on mental health, she says they need to think much, much bigger.\u003c/p>\n\u003cp>\"You want to talk about mental health? It doesn't start with the day that kid shot his grandmother, it doesn't start with the day that kid went and bought those guns,\" Krawczyk says. \"A hundred percent, this kid has been struggling since probably the second grade. But we don't have the finances or the resources to get these kids the help they need when it starts, when they're little.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Until everyone comes together to talk through the problems and find solutions, she says, there's more than enough blame to go around.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+teacher+who+was+at+the+Parkland+shooting+offers+advice+for+the+Uvalde+survivors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated June 3, 2022 at 11:32 AM ET\u003c/strong>\u003c/div>\n\u003cp>Kim Krawczyk was teaching a math lesson for her freshman students on a Wednesday in 2018 when shots rang out in the building. The attack on Marjory Stoneman Douglas High School in Parkland, Fla., would leave 14 students and three staff members dead.\u003c/p>\n\u003cp>While no shots were fired into her classroom that day, she and her students were traumatized, and she says school shootings like the one last week \u003ca href=\"https://www.npr.org/series/1101183663/uvalde-elementary-school-shooting\">in Uvalde, Texas\u003c/a>, resurface the experience for them.\u003c/p>\n\u003cp>\"We know exactly what it feels like, to have that fear, to have that panic, to hold out hope. To lose our friends and colleagues,\" she says. \"You just want to believe as a survivor that no one will ever have to go through this again.\"\u003c/p>\n\u003cp>Unfortunately, many families and teachers have in the four years since the Parkland shooting, and more likely will in the future.\u003c/p>\n\u003cp>\"In the coming days you will work your schedules around funerals. You'll have to fill out victim reports and organize fundraisers. You'll struggle to get out of bed and forget what day it is,\" \u003ca href=\"https://www.businessinsider.com/parkland-florida-teacher-reacts-to-uvalde-shooting-message-kimberly-krawczyk-2022-5\">Krawczyk wrote in an essay\u003c/a> for \u003cem>Business Insider\u003c/em>. \"You will walk your dog. You will hate God; you will thank God. You will find the fire to move forward.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says her experience suggests recovery will be a monthslong process for those who were at Robb Elementary School during the Uvalde shooting.\u003c/p>\n\u003cp>\"We were a mess. Trying to get therapy, trying to get help and trying to get someone to understand us,\" she tells NPR's \u003cem>Morning Edition\u003c/em>. \"I always did the best I could — I stayed in contact with the families where I could — but I was trying to get \u003cem>myself \u003c/em>out of that shock.\"\u003c/p>\n\u003cp>In the end, she says she and her students found that talking to each other was something that helped a lot. She's still in contact with many of them.\u003c/p>\n\u003cp>There wasn't much training available for dealing with trauma at the time of the Stoneman Douglas shooting, she says, but there will be a lot the staff and students of Robb Elementary will need help coping with.\u003c/p>\n\u003cp>\"Survivor guilt. I don't know that the little kids will have it. The teenagers had it. I have it,\" Krawczyk says. \"The families are going to need counseling. Those kids are going to need a safe, normal space to reconnect.\"\u003c/p>\n\u003cp>And that place can't be back at school, she says — something she learned in her classroom in the aftermath of the Parkland attack.\u003c/p>\n\u003cp>\"Because I was teaching right before everything happened, my voice would be a trigger sometimes to the kids, and they would literally start crying,\" she says.\u003c/p>\n\u003cp>In terms of prevention, Krawczyk is in favor of making it harder to get the kind of weapons the shooters in Parkland and Uvalde used, including higher age limits — \"an 18-year-old is a child,\" she says.\u003c/p>\n\u003cp>And if conservative politicians insist on focusing on mental health, she says they need to think much, much bigger.\u003c/p>\n\u003cp>\"You want to talk about mental health? It doesn't start with the day that kid shot his grandmother, it doesn't start with the day that kid went and bought those guns,\" Krawczyk says. \"A hundred percent, this kid has been struggling since probably the second grade. But we don't have the finances or the resources to get these kids the help they need when it starts, when they're little.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Until everyone comes together to talk through the problems and find solutions, she says, there's more than enough blame to go around.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+teacher+who+was+at+the+Parkland+shooting+offers+advice+for+the+Uvalde+survivors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Graphic novels about Greek gods that don't talk down to kids",
"title": "Graphic novels about Greek gods that don't talk down to kids",
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"content": "\u003cp>Graphic novelist George O'Connor is a big hit on the grade school circuit. On a visit to Brent Elementary School in Washington, D.C. in early March, he talked about his creative process with about 70 fourth graders. On a big blank sheet of white paper, he drew the face of Dionysos, the god of wine and the subject of his latest book.\u003c/p>\n\u003cp>\"A lot of people tried to replicate it, but I feel like no one can do such a good style,\" said Ari, one of the fourth graders.\u003c/p>\n\u003cp>His classmate Azania added, \"He also did it in like five seconds which makes it even more incredible.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/04/05/dionysossketchbrentelem-01421a670ef93cee5ffdcee7849892212fc4ef47-edit_custom-55d0fee9a7233e0b018907cdc73a8d5465a72b6f-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1466\">\u003cfigcaption class=\"wp-caption-text\">On his visit to Brent Elementary School in Washington, DC, George O'Connor drew an impromptu Dionysos on the spot. (Photo by Annie Schutte)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Dionysos: The New God\u003c/em> is the last of O'Connor's \u003ca href=\"https://www.georgeoconnorbooks.com/olympians\">Olympians\u003c/a>, a series of graphic novels he's been writing and illustrating for the last 12 years. Each book retells the ancient Greek myths through the lens of one of the gods or goddesses, from Athena, goddess of wisdom, to Hephaistos, god of the forge.\u003c/p>\n\u003cp>O'Connor's illustrations are bursting with action, humor and lots of details. He researched the ancient myths in order to get as close as possible to the original stories. That means his gods and goddesses are fierce, but also voluptuous, mischievous and even snarky. To him, the Olympians are a family of distinct individuals. \"There's certain personality traits that come to the fore,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take Zeus. O'Connor thinks a lot of the exalted depictions of the \"King of Gods\" are just wrong.\u003c/p>\n\u003cp>\"He's not a dignified old gray-beard like Sir Laurence Olivier or Liam Neeson,\" O'Connor scoffed. \"He'd be this 21 year old surfer dude from California with sick abs.\"\u003c/p>\n\u003cp>He pointed out that in most of the Zeus myths, the god is chasing those he's attracted to. \"He can look like anything he wants. He wouldn't ever be the old dignified man. That's not Zeus.\"\u003c/p>\n\u003cp>O'Connor's favorite goddess is Zeus' wife Hera, whom he says is \"full of quiet grace and dignity.\"\u003c/p>\n\u003cp>\"In many retellings, she gets cast very simply as a bad guy, as the jealous shrew of a wife,\" he said, \"not taking into account that Zeus is the worst husband imaginable.\"\u003c/p>\n\u003cfigure id=\"attachment_59278\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59278\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4.jpg 1398w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Hera is graphic novelist George O'Connor's favorite goddess. \u003ccite>(Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hera's marriage is betrayed. Artemis is clear that she will never be touched by men. Dionysos is born female and then becomes male. That the books don't turn their gaze from all of this is refreshing, said Brent Elementary school fourth grade teacher Caitlin Arbuckle.\u003c/p>\n\u003cp>\"He doesn't shy away from the gender aspect, doesn't shy away from the fact the Dionysos enjoys a lot of wine, like the more adult things. But these kids, by the time they're in fourth grade, a lot of them, they do have that maturity and they know about the world,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59279\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4.jpg 431w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children.' I try not to clean up any of that.\" -Graphic novelist George O'Connor \u003ccite>(Nicole Swift/Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's part of the point of his books, O'Connor said. He doesn't talk down to kids — and that's what draws kids to them. \"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children,'\" he said. \"I try not to clean up any of that. The world is filled with things that maybe upset your particular worldview, but they exist and they're things that children are going to encounter. So why not encounter them in story?\"\u003c/p>\n\u003cp>Dionysos is the last Olympian for O'Connor, ending his series. Next up: graphic novels on Norse mythology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Vanasco edited this story for air and web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Graphic+novels+about+Greek+gods+that+don%27t+talk+down+to+kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "George O'Connor spent 12 years turning the Greek gods into best-selling graphic novels for kids. They're faithful to the ancient myths - which often include gender fluidity.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Graphic novelist George O'Connor is a big hit on the grade school circuit. On a visit to Brent Elementary School in Washington, D.C. in early March, he talked about his creative process with about 70 fourth graders. On a big blank sheet of white paper, he drew the face of Dionysos, the god of wine and the subject of his latest book.\u003c/p>\n\u003cp>\"A lot of people tried to replicate it, but I feel like no one can do such a good style,\" said Ari, one of the fourth graders.\u003c/p>\n\u003cp>His classmate Azania added, \"He also did it in like five seconds which makes it even more incredible.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/04/05/dionysossketchbrentelem-01421a670ef93cee5ffdcee7849892212fc4ef47-edit_custom-55d0fee9a7233e0b018907cdc73a8d5465a72b6f-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1466\">\u003cfigcaption class=\"wp-caption-text\">On his visit to Brent Elementary School in Washington, DC, George O'Connor drew an impromptu Dionysos on the spot. (Photo by Annie Schutte)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Dionysos: The New God\u003c/em> is the last of O'Connor's \u003ca href=\"https://www.georgeoconnorbooks.com/olympians\">Olympians\u003c/a>, a series of graphic novels he's been writing and illustrating for the last 12 years. Each book retells the ancient Greek myths through the lens of one of the gods or goddesses, from Athena, goddess of wisdom, to Hephaistos, god of the forge.\u003c/p>\n\u003cp>O'Connor's illustrations are bursting with action, humor and lots of details. He researched the ancient myths in order to get as close as possible to the original stories. That means his gods and goddesses are fierce, but also voluptuous, mischievous and even snarky. To him, the Olympians are a family of distinct individuals. \"There's certain personality traits that come to the fore,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take Zeus. O'Connor thinks a lot of the exalted depictions of the \"King of Gods\" are just wrong.\u003c/p>\n\u003cp>\"He's not a dignified old gray-beard like Sir Laurence Olivier or Liam Neeson,\" O'Connor scoffed. \"He'd be this 21 year old surfer dude from California with sick abs.\"\u003c/p>\n\u003cp>He pointed out that in most of the Zeus myths, the god is chasing those he's attracted to. \"He can look like anything he wants. He wouldn't ever be the old dignified man. That's not Zeus.\"\u003c/p>\n\u003cp>O'Connor's favorite goddess is Zeus' wife Hera, whom he says is \"full of quiet grace and dignity.\"\u003c/p>\n\u003cp>\"In many retellings, she gets cast very simply as a bad guy, as the jealous shrew of a wife,\" he said, \"not taking into account that Zeus is the worst husband imaginable.\"\u003c/p>\n\u003cfigure id=\"attachment_59278\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59278\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4.jpg 1398w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Hera is graphic novelist George O'Connor's favorite goddess. \u003ccite>(Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hera's marriage is betrayed. Artemis is clear that she will never be touched by men. Dionysos is born female and then becomes male. That the books don't turn their gaze from all of this is refreshing, said Brent Elementary school fourth grade teacher Caitlin Arbuckle.\u003c/p>\n\u003cp>\"He doesn't shy away from the gender aspect, doesn't shy away from the fact the Dionysos enjoys a lot of wine, like the more adult things. But these kids, by the time they're in fourth grade, a lot of them, they do have that maturity and they know about the world,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59279\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4.jpg 431w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children.' I try not to clean up any of that.\" -Graphic novelist George O'Connor \u003ccite>(Nicole Swift/Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's part of the point of his books, O'Connor said. He doesn't talk down to kids — and that's what draws kids to them. \"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children,'\" he said. \"I try not to clean up any of that. The world is filled with things that maybe upset your particular worldview, but they exist and they're things that children are going to encounter. So why not encounter them in story?\"\u003c/p>\n\u003cp>Dionysos is the last Olympian for O'Connor, ending his series. Next up: graphic novels on Norse mythology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Vanasco edited this story for air and web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Graphic+novels+about+Greek+gods+that+don%27t+talk+down+to+kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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},
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"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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