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Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1713272775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. “Little Safe Place” Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63052":{"type":"posts","id":"mindshift_63052","meta":{"index":"posts_1591205157","site":"mindshift","id":"63052","score":null,"sort":[1707130837000]},"guestAuthors":[],"slug":"overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","title":"Overscheduling kids’ lives causes depression and anxiety, study finds","publishDate":1707130837,"format":"standard","headTitle":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_63014":{"type":"posts","id":"mindshift_63014","meta":{"index":"posts_1591205157","site":"mindshift","id":"63014","score":null,"sort":[1706612418000]},"guestAuthors":[],"slug":"a-diverse-classroom-library-includes-and-respects-fat-characters-too","title":"A diverse classroom library includes and respects fat characters, too","publishDate":1706612418,"format":"standard","headTitle":"A diverse classroom library includes and respects fat characters, too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.","status":"publish","parent":0,"modified":1706548524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1098},"headData":{"title":"A diverse classroom library includes and respects fat characters, too | KQED","description":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","authors":["11721"],"categories":["mindshift_21512","mindshift_21280","mindshift_193"],"tags":["mindshift_21250","mindshift_20818","mindshift_21561","mindshift_20997","mindshift_843","mindshift_268","mindshift_20564","mindshift_21277","mindshift_20770","mindshift_96","mindshift_550","mindshift_825"],"featImg":"mindshift_63016","label":"mindshift"},"mindshift_63039":{"type":"posts","id":"mindshift_63039","meta":{"index":"posts_1591205157","site":"mindshift","id":"63039","score":null,"sort":[1706299986000]},"guestAuthors":[],"slug":"to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","title":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker","publishDate":1706299986,"format":"standard","headTitle":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 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=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically. The lessons are delivered through an app.","status":"publish","parent":0,"modified":1706559297,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1814},"headData":{"title":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker | KQED","description":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically."},"sticky":false,"nprByline":"Pien Huang","nprImageAgency":"Octavio Jones for NPR","nprStoryId":"1227056527","nprApiLink":"http://api.npr.org/query?id=1227056527&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2024/01/26/1227056527/to-help-these-school-kids-deal-with-trauma-mindfulness-lessons-over-the-loudspea?ft=nprml&f=1227056527","nprRetrievedStory":"1","nprPubDate":"Fri, 26 Jan 2024 06:00:00 -0500","nprStoryDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprLastModifiedDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprAudio":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","nprAudioM3u":"http://api.npr.org/m3u/11227066154-adb0eb.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","audioUrl":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 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=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","authors":["byline_mindshift_63039"],"categories":["mindshift_21280"],"tags":["mindshift_841","mindshift_943","mindshift_21105"],"featImg":"mindshift_63040","label":"mindshift"},"mindshift_62965":{"type":"posts","id":"mindshift_62965","meta":{"index":"posts_1591205157","site":"mindshift","id":"62965","score":null,"sort":[1705402857000]},"guestAuthors":[],"slug":"when-adults-learn-about-trauma-informed-practices-students-can-recover","title":"When adults learn about trauma-informed practices, students can recover","publishDate":1705402857,"format":"standard","headTitle":"When adults learn about trauma-informed practices, students can recover | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices.","status":"publish","parent":0,"modified":1705096108,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1995},"headData":{"title":"When adults learn about trauma-informed practices, students can recover | KQED","description":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62965/when-adults-learn-about-trauma-informed-practices-students-can-recover","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62965/when-adults-learn-about-trauma-informed-practices-students-can-recover","authors":["11759"],"categories":["mindshift_21345","mindshift_194","mindshift_21358","mindshift_21280","mindshift_21579"],"tags":["mindshift_21448","mindshift_21105","mindshift_20999"],"featImg":"mindshift_62967","label":"mindshift"},"mindshift_62863":{"type":"posts","id":"mindshift_62863","meta":{"index":"posts_1591205157","site":"mindshift","id":"62863","score":null,"sort":[1702648854000]},"guestAuthors":[],"slug":"how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","title":"How do you discipline an in-school overdose? In some districts, you don't","publishDate":1702648854,"format":"standard","headTitle":"How do you discipline an in-school overdose? In some districts, you don’t | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\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=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Amid the rise in teen opioid overdoses, school systems from California to Maryland are changing their approach: Instead of zero tolerance, they're turning to rehabilitation. ","status":"publish","parent":0,"modified":1702671793,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1158},"headData":{"title":"How do you discipline an in-school overdose? In some districts, you don't | KQED","description":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation."},"sticky":false,"nprImageCredit":"Photo illustration by LA Johnson","nprByline":"Sequoia Carrillo","nprImageAgency":"Getty Images/NPR","nprStoryId":"1219286465","nprApiLink":"http://api.npr.org/query?id=1219286465&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/15/1219286465/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont?ft=nprml&f=1219286465","nprRetrievedStory":"1","nprPubDate":"Fri, 15 Dec 2023 08:19:00 -0500","nprStoryDate":"Fri, 15 Dec 2023 05:00:43 -0500","nprLastModifiedDate":"Fri, 15 Dec 2023 08:19:16 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\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=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","authors":["byline_mindshift_62863"],"categories":["mindshift_192","mindshift_194","mindshift_21280","mindshift_20874"],"tags":["mindshift_21581","mindshift_21872","mindshift_21783","mindshift_21780","mindshift_20559","mindshift_21782","mindshift_21035"],"featImg":"mindshift_62864","label":"mindshift"},"mindshift_62762":{"type":"posts","id":"mindshift_62762","meta":{"index":"posts_1591205157","site":"mindshift","id":"62762","score":null,"sort":[1701169243000]},"guestAuthors":[],"slug":"how-parents-can-help-their-kids-feel-seen","title":"How parents can help their kids feel seen","publishDate":1701169243,"format":"standard","headTitle":"How parents can help their kids feel seen | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n","blocks":[],"excerpt":"In \"How to Know a Person,\" David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","status":"publish","parent":0,"modified":1701141789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1086},"headData":{"title":"How parents can help their kids feel seen | KQED","description":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","authors":["4613"],"categories":["mindshift_21445","mindshift_192","mindshift_21280","mindshift_21385"],"tags":["mindshift_21849","mindshift_21850","mindshift_20568","mindshift_290"],"featImg":"mindshift_62765","label":"mindshift"},"mindshift_62734":{"type":"posts","id":"mindshift_62734","meta":{"index":"posts_1591205157","site":"mindshift","id":"62734","score":null,"sort":[1700046055000]},"guestAuthors":[],"slug":"when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","title":"When parents only focus on college admissions, essential skills can slip through the cracks","publishDate":1700046055,"format":"standard","headTitle":"When parents only focus on college admissions, essential skills can slip through the cracks | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What are the keys to success beyond college admissions? In her book, “Erasing the Finish Line,” Ana Homayoun teaches parents to nurture essential skills like energy management, strong habits, and effective conversations for lifelong well-being.","status":"publish","parent":0,"modified":1700009476,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1382},"headData":{"title":"When parents only focus on college admissions, essential skills can slip through the cracks | KQED","description":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","authors":["11721"],"categories":["mindshift_21482","mindshift_21694","mindshift_21280","mindshift_21385"],"tags":["mindshift_21188","mindshift_21189","mindshift_21177","mindshift_21100","mindshift_21736","mindshift_21732","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_146","mindshift_21735","mindshift_20970","mindshift_52","mindshift_21213","mindshift_21234","mindshift_20725"],"featImg":"mindshift_62736","label":"mindshift"},"mindshift_62742":{"type":"posts","id":"mindshift_62742","meta":{"index":"posts_1591205157","site":"mindshift","id":"62742","score":null,"sort":[1699797619000]},"guestAuthors":[],"slug":"just-say-no-didnt-actually-protect-students-from-drugs-heres-what-could","title":"'Just say no' didn't actually protect students from drugs. Here's what could","publishDate":1699797619,"format":"standard","headTitle":"‘Just say no’ didn’t actually protect students from drugs. Here’s what could | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>College sophomore Elias Myers thinks his friends are lucky to be alive.\u003c/p>\n\u003cp>The 19-year-old recounts a recent incident in which his friends got ahold of a drug that \u003ca href=\"https://www.npr.org/2023/10/18/1206274353/college-fentanyl-overdose\">test strips showed\u003c/a> was laced with fentanyl, a potent, often deadly, synthetic opioid.\u003c/p>\n\u003cp>“That’s kind of when I decided that caution is not, like, a best practice, but a survival technique,” says the University of California, Berkeley, student.\u003c/p>\n\u003cp>And yet those survival techniques were never talked about in Myers’ middle and high school drug education classes. In fact Myers says they didn’t mention fentanyl at all. He says those classes failed to prepare him and his peers for an increasingly dangerous drug landscape in which a single high can have deadly consequences.\u003c/p>\n\u003cp>Myers says everything he learned about fentanyl has been from friends and older siblings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But it didn’t have to be that way. We could have learned safety way ahead of time,” he says.\u003c/p>\n\u003cp>For decades, students like Myers have been told to just say no to drugs. The message was repeated in public service announcements and in classroom presentations. But research shows this approach alone doesn’t work. And now, overdose deaths among teenagers have skyrocketed — largely due to fentanyl. The synthetic opioid was involved in the vast majority of teen overdose deaths in 2021, according to the \u003ca href=\"https://blogs.cdc.gov/nchs/2023/05/03/7338/#:~:text=Fentanyl%20Overdose%20Death%20Rates%20More%20Than%20Tripled%20From%202016%20to%202021,-May%203%2C%202023&text=Drug%20overdose%20death%20rates%20involving,for%20Health%20Statistics%20(NCHS).\">Centers for Disease Control and Prevention\u003c/a>. Many of those deaths involved fentanyl-laced counterfeit prescription pills that didn’t come from a pharmacy. And the problem has \u003ca href=\"https://www.npr.org/2023/10/18/1206274353/college-fentanyl-overdose\">followed teens onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Some experts say drug education that focuses on harm reduction techniques – designed to keep people safe when they do choose to use – could help save lives. Here’s what that looks like.\u003c/p>\n\u003ch3>Teaching safety measures for when students do choose to use\u003c/h3>\n\u003cp>“The most important tenet of drug education is to be honest,” says professor Bonnie Halpern-Felsher. “And to have a balanced perspective. We cannot lie, we cannot exaggerate to teens.”\u003c/p>\n\u003cp>Halpern-Felsher directs Stanford University’s REACH Lab, which focuses on understanding, preventing and reducing teen and young adult substance use, among other risky behaviors.\u003c/p>\n\u003cp>Her lab maintains a high school curriculum called \u003ca href=\"https://med.stanford.edu/halpern-felsher-reach-lab/preventions-interventions/Safety-First.html\">Safety First\u003c/a> (initially developed by the nonprofit Drug Policy Alliance), which encourages young people to abstain from drug use while also providing them with information to reduce their risk of addiction and death if they or their friends do choose to use. The concept is called harm reduction.\u003c/p>\n\u003cp>First, Halpern-Felsher says, students need to know the facts about drugs — including their benefits and their harms.\u003c/p>\n\u003cp>For example, opioids like fentanyl have been used safely in healthcare facilities for decades to treat patients’ pain. But when used recreationally — either purposefully or unknowingly — it’s extremely dangerous, because very small amounts can lead to an overdose.\u003c/p>\n\u003cp>Activities — not just lectures — should be used to demonstrate a lesson, Halpern-Felsher explains. The Safety First curriculum includes an activity that asks students to add sugar to one pitcher of water and salt to another.\u003c/p>\n\u003cp>“You cannot see the difference. But one can and potentially will really hurt you. And this is why it’s so important for you to understand that you cannot just simply pick up a drug and go ahead and use it,” she says.\u003c/p>\n\u003cp>The curriculum also \u003ca href=\"https://docs.google.com/document/d/1kKE6QMHG2nSoLgr61ze39KXSvb9tUhYKEE-RnOW7P-Y/edit\">outlines safety measures\u003c/a> for when students or their friends \u003cem>do \u003c/em>choose to use drugs. Messages like:\u003c/p>\n\u003cul>\n\u003cli>If you’re using drugs, the healthiest choice is to stop using, or at least cut down on how much and how often you use.\u003c/li>\n\u003cli>Ideally, you’re using drugs only as recommended by a doctor or a pharmaceutical label. But if you’re not, don’t take a lot of any drug. Wait and see how it affects you before taking any more.\u003c/li>\n\u003cli>Consider your mindset before using drugs. What you’re thinking and feeling before and during substance use can affect your experience.\u003c/li>\n\u003cli>Consider the setting. Where and with whom you’re using drugs can reduce your chance of injury or death.\u003c/li>\n\u003cli>Check the substance before you use it. Testing a drug for things like fentanyl can reduce the risk of harm. But even test strips aren’t always 100% accurate.\u003c/li>\n\u003cli>Don’t mix drugs. The effects from combining drugs \u003ca href=\"https://www.cdc.gov/stopoverdose/polysubstance-use/index.html#:~:text=Mixing%20alcohol%20with%20other%20drugs,%2C%20heart%2C%20and%20other%20organs.&text=It%20may%20be%20hard%20to,you%20could%20save%20a%20life.&text=Try%20to%20keep%20the%20person%20awake%20and%20breathing\">may be stronger and more unpredictable\u003c/a> than one drug alone, and even deadly.\u003c/li>\n\u003cli>Know how to respond in an emergency: Spot the signs of an overdose. Call 911. Place someone on their side to prevent choking. Administer the opioid reversal medication naloxone, often sold under the brand name Narcan.\u003c/li>\n\u003c/ul>\n\u003cp>Halpern-Felsher knows some people might interpret harm reduction as encouraging teens to use drugs. But she says that’s a misperception.\u003c/p>\n\u003cp>“The most important piece of this curriculum is not to use, but if they are using or if they’re in situations where they might be using, we are just trying to keep them safe,” she says.\u003c/p>\n\u003cp>There are few studies that focus on harm reduction drug education programs in schools, and more research is needed to evaluate their efficacy. But experts told NPR that harm reduction could help save lives at a moment when teens are dying at alarming rates.\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/36503561/\">A pilot study\u003c/a> of the Safety First curriculum found it significantly increased high school students’ knowledge of harm reduction techniques and behaviors, and found a decrease in overall substance use.\u003c/p>\n\u003ch3>What harm reduction looks like in the classroom\u003c/h3>\n\u003cp>Last spring, Cameron McNeely stood in front of a group of high schoolers and told them they had a choice to make: will they or won’t they use drugs.\u003c/p>\n\u003cp>“I’m not here to judge you for that,” he told the Indianapolis teens. “But hopefully I can present you some information that gets you to understand the consequences of those choices — yes or no — a little bit better, and, hopefully, to get you to steer clear of substance use.”\u003c/p>\n\u003cp>McNeely, 28, is the director of youth education for Overdose Lifeline, an Indianapolis-based nonprofit that created a drug education program, with an emphasis on opioids, for students in grades six through 12.\u003c/p>\n\u003cp>In this presentation at Perry Meridian High School, McNeely shared statistics on drug-related deaths, explained how opioids affect the body, emphasized addiction is a disease — not a moral failing — and explained why it’s a good idea to carry naloxone.\u003c/p>\n\u003cp>To hammer that point home, McNeely shared a personal story: One night, while in college, he and his friend took some pills to relax. Shortly after, he noticed his friend had fallen asleep, and it looked like he was struggling to breathe.\u003c/p>\n\u003cp>“Little did I know, about five feet away from me, my friend was having an overdose,” McNeely told the students. He called 911 and emergency responders were able to revive his friend with Narcan.\u003c/p>\n\u003cp>“It saved his life,” he said. “Narcan buys time, which is the most important thing to have in an overdose.”\u003c/p>\n\u003cp>After the presentation, McNeely told NPR he had little to no drug education in high school.\u003c/p>\n\u003cp>“Nobody ever told me about how to drink safely and how, if I use pills, you know, they have different effects on you and what those effects are, and how it could just kill you — just one night, bad pill, it could all go down the drain.”\u003c/p>\n\u003cp>McNeely’s experience isn’t uncommon. Drug education across the country is ad-hoc, often outdated or not provided at all. In a 2021 National Survey of Drug Use and Health, only about 60% of 12-17-year-olds self-reported that they saw or heard drug or alcohol prevention messaging in school. And there’s no way to track what type of drug education programming is being offered in schools nationwide.\u003c/p>\n\u003cp>“I just wanted to fill in those gaps that I felt as I was growing up in my drug education,” McNeely said.\u003c/p>\n\u003ch3>The “just say no” messaging of the past didn’t work\u003c/h3>\n\u003cp>McNeely’s presentation is a far cry from the drug education of prior decades — like the Drug Abuse Resistance Education program, commonly known by the acronym D.A.R.E. \u003ca href=\"https://crimesolutions.ojp.gov/ratedprograms/99\">Launched in 1983\u003c/a>, D.A.R.E. was taught by police officers in classrooms nationwide. Their presentations warned students about the dangers of substance use and told kids to say no to drugs. It was a message that was repeated in \u003ca href=\"https://youtu.be/3phzVSysURQ?si=75hvmi1lhPGHnhtz\">PSAs\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TMOXxX5_wAA\">cheesy songs\u003c/a>. Former First Lady Nancy Reagan even made it one of her \u003ca href=\"https://www.youtube.com/watch?v=lQXgVM30mIY\">major\u003c/a> \u003ca href=\"https://www.reaganfoundation.org/ronald-reagan/nancy-reagan/her-causes/\">causes\u003c/a>.\u003c/p>\n\u003cp>Teaching drug abstinence remains popular among some groups, and the U.S. Drug Enforcement Administration’s \u003ca href=\"https://www.dea.gov/onepill/teens\">messaging\u003c/a> to \u003ca href=\"https://www.justthinktwice.gov/living-drug-free\">teenagers\u003c/a> still focuses on the goal that they should be “drug-free.” But numerous studies \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/8781009/\">published\u003c/a> \u003ca href=\"https://www.ojp.gov/pdffiles1/Digitization/152055NCJRS.pdf\">in the\u003c/a> \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022427894031001001\">1990s\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448384/\">early 2000s\u003c/a> concluded programs like D.A.R.E. had no significant impact on drug use. And one study actually found \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022427898035004002\">a slight uptick in drug use\u003c/a> among suburban students after participation in D.A.R.E. In 2009, D.A.R.E. rebranded with \u003ca href=\"https://dare.org/education/#posters\">new curriculums\u003c/a> for students dubbed “keepin’ it REAL.” But the programming doesn’t focus on how students can minimize their risk of harm if they do choose to use drugs.\u003c/p>\n\u003cp>“It is clear that just saying no is not sufficient,” says Nora Volkow, director of the National Institute on Drug Abuse. “We’d like the theoretical perfect: don’t touch a drug — abstinence. But that’s not necessarily the reality for everyone.”\u003c/p>\n\u003cp>Volkow says the failures of past drug education programs haunt current efforts to inform young people of the risks of fentanyl.\u003c/p>\n\u003cp>For years, anti-drug curriculums exaggerated the effects of certain types of substance use, she says. For example: Students were taught that using cannabis would destroy their brain or make them dumb. And while there is data to suggest cannabis use can have detrimental effects — particularly for young people — that messaging didn’t always match students’ lived experiences.\u003c/p>\n\u003cp>College sophomore Elias Myers remembers the dire warnings. But he also had classmates who used the drug.\u003c/p>\n\u003cp>“I couldn’t understand, like, if these people can smoke weed after class and be totally fine, how can this curriculum be true?” Myers says. “I remember coming away from that in like middle school and early high school feeling really unsatisfied with the education. I remember feeling as though what I was being told perhaps wasn’t the truth.”\u003c/p>\n\u003cp>Volkow says that loss of credibility makes it harder to give students life-saving information about drugs now.\u003c/p>\n\u003cp>“It has weakened our position because a lot of people know others that take marijuana and they are functioning and they don’t see any evidence of ill effects,” she says.\u003c/p>\n\u003cp>And now the consequences of drug use are deadlier than ever. Teens are dying after taking what they thought was Adderall or Percocet, but turn out to be fentanyl-laced counterfeit pills.\u003c/p>\n\u003cp>“They actually taught us when we were children: If you cry wolf too many times, when the wolf really comes, no one is paying attention,” Volkow says. “And this is, I fear, where we are a little bit with fentanyl, because it is such a dangerous moment in the history of illicit drugs right now.”\u003c/p>\n\u003ch3>Meet young people where they are, not where you want them to be\u003c/h3>\n\u003cp>Volkow and Bonnie Halpern-Felsher say school curriculums that teach kids how to reduce the harms related to drug use can help save lives — but they’re not a cure-all.\u003c/p>\n\u003cp>Halpern-Felsher says schools alone can’t solve the fentanyl crisis; rather, it requires a cultural shift. Educators, families and communities at large need to start having honest conversations about drug use.\u003c/p>\n\u003cp>“And until we do, you know, just having a 50-minute class on fentanyl is not going to be the sole defining moment for anybody.”\u003c/p>\n\u003cp>Myers, in California, serves on the Youth Action Board for Halpern-Felsher’s REACH Lab, and he’s familiar with the Safety First curriculum.\u003c/p>\n\u003cp>“I think it’s realistic,” Myers says of the program. “You’ve got to meet children and teens and youths where they are, rather than meeting them where you want them to be.”\u003c/p>\n\u003cp>Myers says he wishes he and his peers had had access to drug curriculums like this when he was in high school.\u003c/p>\n\u003cp>“I think that we would have adopted ideas of safety through school and not through having to actually experience times of danger,” Myers says.\u003c/p>\n\u003cp>“I think that we were very lucky in so many different ways… You hear often about those who don’t experience that luck. And I feel like those lives could have been saved.”\u003c/p>\n\u003cp>\u003cem>Edited by Nicole Cohen\u003cbr>\nVisual design and development by LA Johnson\u003cbr>\nAudio story produced by Janet Woojeong Lee\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2023 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Just+say+no%27+didn%27t+actually+protect+students+from+drugs.+Here%27s+what+could&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n","blocks":[],"excerpt":"For years, programs like D.A.R.E. told students to \"just say no\" to drugs. But research shows that approach alone didn't work. Now experts are backing a new approach that could help save lives.","status":"publish","parent":0,"modified":1700014758,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2242},"headData":{"title":"'Just say no' didn't actually protect students from drugs. Here's what could | KQED","description":"For years, programs like D.A.R.E. told students to "just say no" to drugs. But research shows that approach alone didn't work. Now experts are backing a new approach that could help save lives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For years, programs like D.A.R.E. told students to "just say no" to drugs. But research shows that approach alone didn't work. Now experts are backing a new approach that could help save lives."},"nprImageCredit":"Photo illustration by LA Johnson","nprByline":"Lee V. Gaines","nprImageAgency":"Getty Images/NPR","nprStoryId":"1211217460","nprApiLink":"http://api.npr.org/query?id=1211217460&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/11/09/1211217460/fentanyl-drug-education-dare?ft=nprml&f=1211217460","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Nov 2023 16:36:00 -0500","nprStoryDate":"Thu, 09 Nov 2023 05:01:02 -0500","nprLastModifiedDate":"Mon, 13 Nov 2023 11:01:48 -0500","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2023/11/20231113_atc_just_say_no_didnt_actually_protect_students_from_drugs_heres_what_could.mp3?orgId=394&topicId=1013&aggIds=1206504912&d=333&p=2&story=1211217460&ft=nprml&f=1211217460","nprAudioM3u":"http://api.npr.org/m3u/11212737870-1d7ce6.m3u?orgId=394&topicId=1013&aggIds=1206504912&d=333&p=2&story=1211217460&ft=nprml&f=1211217460","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62742/just-say-no-didnt-actually-protect-students-from-drugs-heres-what-could","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2023/11/20231113_atc_just_say_no_didnt_actually_protect_students_from_drugs_heres_what_could.mp3?orgId=394&topicId=1013&aggIds=1206504912&d=333&p=2&story=1211217460&ft=nprml&f=1211217460","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College sophomore Elias Myers thinks his friends are lucky to be alive.\u003c/p>\n\u003cp>The 19-year-old recounts a recent incident in which his friends got ahold of a drug that \u003ca href=\"https://www.npr.org/2023/10/18/1206274353/college-fentanyl-overdose\">test strips showed\u003c/a> was laced with fentanyl, a potent, often deadly, synthetic opioid.\u003c/p>\n\u003cp>“That’s kind of when I decided that caution is not, like, a best practice, but a survival technique,” says the University of California, Berkeley, student.\u003c/p>\n\u003cp>And yet those survival techniques were never talked about in Myers’ middle and high school drug education classes. In fact Myers says they didn’t mention fentanyl at all. He says those classes failed to prepare him and his peers for an increasingly dangerous drug landscape in which a single high can have deadly consequences.\u003c/p>\n\u003cp>Myers says everything he learned about fentanyl has been from friends and older siblings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But it didn’t have to be that way. We could have learned safety way ahead of time,” he says.\u003c/p>\n\u003cp>For decades, students like Myers have been told to just say no to drugs. The message was repeated in public service announcements and in classroom presentations. But research shows this approach alone doesn’t work. And now, overdose deaths among teenagers have skyrocketed — largely due to fentanyl. The synthetic opioid was involved in the vast majority of teen overdose deaths in 2021, according to the \u003ca href=\"https://blogs.cdc.gov/nchs/2023/05/03/7338/#:~:text=Fentanyl%20Overdose%20Death%20Rates%20More%20Than%20Tripled%20From%202016%20to%202021,-May%203%2C%202023&text=Drug%20overdose%20death%20rates%20involving,for%20Health%20Statistics%20(NCHS).\">Centers for Disease Control and Prevention\u003c/a>. Many of those deaths involved fentanyl-laced counterfeit prescription pills that didn’t come from a pharmacy. And the problem has \u003ca href=\"https://www.npr.org/2023/10/18/1206274353/college-fentanyl-overdose\">followed teens onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Some experts say drug education that focuses on harm reduction techniques – designed to keep people safe when they do choose to use – could help save lives. Here’s what that looks like.\u003c/p>\n\u003ch3>Teaching safety measures for when students do choose to use\u003c/h3>\n\u003cp>“The most important tenet of drug education is to be honest,” says professor Bonnie Halpern-Felsher. “And to have a balanced perspective. We cannot lie, we cannot exaggerate to teens.”\u003c/p>\n\u003cp>Halpern-Felsher directs Stanford University’s REACH Lab, which focuses on understanding, preventing and reducing teen and young adult substance use, among other risky behaviors.\u003c/p>\n\u003cp>Her lab maintains a high school curriculum called \u003ca href=\"https://med.stanford.edu/halpern-felsher-reach-lab/preventions-interventions/Safety-First.html\">Safety First\u003c/a> (initially developed by the nonprofit Drug Policy Alliance), which encourages young people to abstain from drug use while also providing them with information to reduce their risk of addiction and death if they or their friends do choose to use. The concept is called harm reduction.\u003c/p>\n\u003cp>First, Halpern-Felsher says, students need to know the facts about drugs — including their benefits and their harms.\u003c/p>\n\u003cp>For example, opioids like fentanyl have been used safely in healthcare facilities for decades to treat patients’ pain. But when used recreationally — either purposefully or unknowingly — it’s extremely dangerous, because very small amounts can lead to an overdose.\u003c/p>\n\u003cp>Activities — not just lectures — should be used to demonstrate a lesson, Halpern-Felsher explains. The Safety First curriculum includes an activity that asks students to add sugar to one pitcher of water and salt to another.\u003c/p>\n\u003cp>“You cannot see the difference. But one can and potentially will really hurt you. And this is why it’s so important for you to understand that you cannot just simply pick up a drug and go ahead and use it,” she says.\u003c/p>\n\u003cp>The curriculum also \u003ca href=\"https://docs.google.com/document/d/1kKE6QMHG2nSoLgr61ze39KXSvb9tUhYKEE-RnOW7P-Y/edit\">outlines safety measures\u003c/a> for when students or their friends \u003cem>do \u003c/em>choose to use drugs. Messages like:\u003c/p>\n\u003cul>\n\u003cli>If you’re using drugs, the healthiest choice is to stop using, or at least cut down on how much and how often you use.\u003c/li>\n\u003cli>Ideally, you’re using drugs only as recommended by a doctor or a pharmaceutical label. But if you’re not, don’t take a lot of any drug. Wait and see how it affects you before taking any more.\u003c/li>\n\u003cli>Consider your mindset before using drugs. What you’re thinking and feeling before and during substance use can affect your experience.\u003c/li>\n\u003cli>Consider the setting. Where and with whom you’re using drugs can reduce your chance of injury or death.\u003c/li>\n\u003cli>Check the substance before you use it. Testing a drug for things like fentanyl can reduce the risk of harm. But even test strips aren’t always 100% accurate.\u003c/li>\n\u003cli>Don’t mix drugs. The effects from combining drugs \u003ca href=\"https://www.cdc.gov/stopoverdose/polysubstance-use/index.html#:~:text=Mixing%20alcohol%20with%20other%20drugs,%2C%20heart%2C%20and%20other%20organs.&text=It%20may%20be%20hard%20to,you%20could%20save%20a%20life.&text=Try%20to%20keep%20the%20person%20awake%20and%20breathing\">may be stronger and more unpredictable\u003c/a> than one drug alone, and even deadly.\u003c/li>\n\u003cli>Know how to respond in an emergency: Spot the signs of an overdose. Call 911. Place someone on their side to prevent choking. Administer the opioid reversal medication naloxone, often sold under the brand name Narcan.\u003c/li>\n\u003c/ul>\n\u003cp>Halpern-Felsher knows some people might interpret harm reduction as encouraging teens to use drugs. But she says that’s a misperception.\u003c/p>\n\u003cp>“The most important piece of this curriculum is not to use, but if they are using or if they’re in situations where they might be using, we are just trying to keep them safe,” she says.\u003c/p>\n\u003cp>There are few studies that focus on harm reduction drug education programs in schools, and more research is needed to evaluate their efficacy. But experts told NPR that harm reduction could help save lives at a moment when teens are dying at alarming rates.\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/36503561/\">A pilot study\u003c/a> of the Safety First curriculum found it significantly increased high school students’ knowledge of harm reduction techniques and behaviors, and found a decrease in overall substance use.\u003c/p>\n\u003ch3>What harm reduction looks like in the classroom\u003c/h3>\n\u003cp>Last spring, Cameron McNeely stood in front of a group of high schoolers and told them they had a choice to make: will they or won’t they use drugs.\u003c/p>\n\u003cp>“I’m not here to judge you for that,” he told the Indianapolis teens. “But hopefully I can present you some information that gets you to understand the consequences of those choices — yes or no — a little bit better, and, hopefully, to get you to steer clear of substance use.”\u003c/p>\n\u003cp>McNeely, 28, is the director of youth education for Overdose Lifeline, an Indianapolis-based nonprofit that created a drug education program, with an emphasis on opioids, for students in grades six through 12.\u003c/p>\n\u003cp>In this presentation at Perry Meridian High School, McNeely shared statistics on drug-related deaths, explained how opioids affect the body, emphasized addiction is a disease — not a moral failing — and explained why it’s a good idea to carry naloxone.\u003c/p>\n\u003cp>To hammer that point home, McNeely shared a personal story: One night, while in college, he and his friend took some pills to relax. Shortly after, he noticed his friend had fallen asleep, and it looked like he was struggling to breathe.\u003c/p>\n\u003cp>“Little did I know, about five feet away from me, my friend was having an overdose,” McNeely told the students. He called 911 and emergency responders were able to revive his friend with Narcan.\u003c/p>\n\u003cp>“It saved his life,” he said. “Narcan buys time, which is the most important thing to have in an overdose.”\u003c/p>\n\u003cp>After the presentation, McNeely told NPR he had little to no drug education in high school.\u003c/p>\n\u003cp>“Nobody ever told me about how to drink safely and how, if I use pills, you know, they have different effects on you and what those effects are, and how it could just kill you — just one night, bad pill, it could all go down the drain.”\u003c/p>\n\u003cp>McNeely’s experience isn’t uncommon. Drug education across the country is ad-hoc, often outdated or not provided at all. In a 2021 National Survey of Drug Use and Health, only about 60% of 12-17-year-olds self-reported that they saw or heard drug or alcohol prevention messaging in school. And there’s no way to track what type of drug education programming is being offered in schools nationwide.\u003c/p>\n\u003cp>“I just wanted to fill in those gaps that I felt as I was growing up in my drug education,” McNeely said.\u003c/p>\n\u003ch3>The “just say no” messaging of the past didn’t work\u003c/h3>\n\u003cp>McNeely’s presentation is a far cry from the drug education of prior decades — like the Drug Abuse Resistance Education program, commonly known by the acronym D.A.R.E. \u003ca href=\"https://crimesolutions.ojp.gov/ratedprograms/99\">Launched in 1983\u003c/a>, D.A.R.E. was taught by police officers in classrooms nationwide. Their presentations warned students about the dangers of substance use and told kids to say no to drugs. It was a message that was repeated in \u003ca href=\"https://youtu.be/3phzVSysURQ?si=75hvmi1lhPGHnhtz\">PSAs\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TMOXxX5_wAA\">cheesy songs\u003c/a>. Former First Lady Nancy Reagan even made it one of her \u003ca href=\"https://www.youtube.com/watch?v=lQXgVM30mIY\">major\u003c/a> \u003ca href=\"https://www.reaganfoundation.org/ronald-reagan/nancy-reagan/her-causes/\">causes\u003c/a>.\u003c/p>\n\u003cp>Teaching drug abstinence remains popular among some groups, and the U.S. Drug Enforcement Administration’s \u003ca href=\"https://www.dea.gov/onepill/teens\">messaging\u003c/a> to \u003ca href=\"https://www.justthinktwice.gov/living-drug-free\">teenagers\u003c/a> still focuses on the goal that they should be “drug-free.” But numerous studies \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/8781009/\">published\u003c/a> \u003ca href=\"https://www.ojp.gov/pdffiles1/Digitization/152055NCJRS.pdf\">in the\u003c/a> \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022427894031001001\">1990s\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448384/\">early 2000s\u003c/a> concluded programs like D.A.R.E. had no significant impact on drug use. And one study actually found \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022427898035004002\">a slight uptick in drug use\u003c/a> among suburban students after participation in D.A.R.E. In 2009, D.A.R.E. rebranded with \u003ca href=\"https://dare.org/education/#posters\">new curriculums\u003c/a> for students dubbed “keepin’ it REAL.” But the programming doesn’t focus on how students can minimize their risk of harm if they do choose to use drugs.\u003c/p>\n\u003cp>“It is clear that just saying no is not sufficient,” says Nora Volkow, director of the National Institute on Drug Abuse. “We’d like the theoretical perfect: don’t touch a drug — abstinence. But that’s not necessarily the reality for everyone.”\u003c/p>\n\u003cp>Volkow says the failures of past drug education programs haunt current efforts to inform young people of the risks of fentanyl.\u003c/p>\n\u003cp>For years, anti-drug curriculums exaggerated the effects of certain types of substance use, she says. For example: Students were taught that using cannabis would destroy their brain or make them dumb. And while there is data to suggest cannabis use can have detrimental effects — particularly for young people — that messaging didn’t always match students’ lived experiences.\u003c/p>\n\u003cp>College sophomore Elias Myers remembers the dire warnings. But he also had classmates who used the drug.\u003c/p>\n\u003cp>“I couldn’t understand, like, if these people can smoke weed after class and be totally fine, how can this curriculum be true?” Myers says. “I remember coming away from that in like middle school and early high school feeling really unsatisfied with the education. I remember feeling as though what I was being told perhaps wasn’t the truth.”\u003c/p>\n\u003cp>Volkow says that loss of credibility makes it harder to give students life-saving information about drugs now.\u003c/p>\n\u003cp>“It has weakened our position because a lot of people know others that take marijuana and they are functioning and they don’t see any evidence of ill effects,” she says.\u003c/p>\n\u003cp>And now the consequences of drug use are deadlier than ever. Teens are dying after taking what they thought was Adderall or Percocet, but turn out to be fentanyl-laced counterfeit pills.\u003c/p>\n\u003cp>“They actually taught us when we were children: If you cry wolf too many times, when the wolf really comes, no one is paying attention,” Volkow says. “And this is, I fear, where we are a little bit with fentanyl, because it is such a dangerous moment in the history of illicit drugs right now.”\u003c/p>\n\u003ch3>Meet young people where they are, not where you want them to be\u003c/h3>\n\u003cp>Volkow and Bonnie Halpern-Felsher say school curriculums that teach kids how to reduce the harms related to drug use can help save lives — but they’re not a cure-all.\u003c/p>\n\u003cp>Halpern-Felsher says schools alone can’t solve the fentanyl crisis; rather, it requires a cultural shift. Educators, families and communities at large need to start having honest conversations about drug use.\u003c/p>\n\u003cp>“And until we do, you know, just having a 50-minute class on fentanyl is not going to be the sole defining moment for anybody.”\u003c/p>\n\u003cp>Myers, in California, serves on the Youth Action Board for Halpern-Felsher’s REACH Lab, and he’s familiar with the Safety First curriculum.\u003c/p>\n\u003cp>“I think it’s realistic,” Myers says of the program. “You’ve got to meet children and teens and youths where they are, rather than meeting them where you want them to be.”\u003c/p>\n\u003cp>Myers says he wishes he and his peers had had access to drug curriculums like this when he was in high school.\u003c/p>\n\u003cp>“I think that we would have adopted ideas of safety through school and not through having to actually experience times of danger,” Myers says.\u003c/p>\n\u003cp>“I think that we were very lucky in so many different ways… You hear often about those who don’t experience that luck. And I feel like those lives could have been saved.”\u003c/p>\n\u003cp>\u003cem>Edited by Nicole Cohen\u003cbr>\nVisual design and development by LA Johnson\u003cbr>\nAudio story produced by Janet Woojeong Lee\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2023 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Just+say+no%27+didn%27t+actually+protect+students+from+drugs.+Here%27s+what+could&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62742/just-say-no-didnt-actually-protect-students-from-drugs-heres-what-could","authors":["byline_mindshift_62742"],"categories":["mindshift_21445","mindshift_21280","mindshift_21579"],"featImg":"mindshift_62743","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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