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"content": "\u003cp>When kids at Warner Arts Magnet Elementary School act up, they aren't sent straight to the principal's office. Instead, many students at the high-poverty school in Nashville, Tenn., go to the \"BeWell\" room.\u003c/p>\n\u003cp>The serene space is awash in sunlight and brimming with plants. There are yoga mats, toys, a lounging nook and soothing music drifting out of a desk speaker. In this room, teacher Riki Rattner, who is also trained as a yoga instructor, helps students practice deep breathing and check in with their emotions.\u003c/p>\n\u003cp>\"Let's get you checked in and calming down. Taking care of you,\" she tells a fourth grader who walks in after a tiff in art class.\u003c/p>\n\u003cp>One in 5 American children \u003ca href=\"https://www.npr.org/2019/10/23/772789491/how-to-help-a-child-struggling-with-anxiety\">struggles with anxiety\u003c/a>, according to the National Institute of Mental Health, and \u003ca href=\"https://www.childtrends.org/indicators/adverse-experiences\">almost half\u003c/a> experience at least one serious stressor at home — like divorce, poverty or a parent's addiction — according to the nonprofit Child Trends.\u003c/p>\n\u003cp>To help students cope, a growing number of schools like Warner are turning to mindfulness. Its boosters claim all kinds of benefits, and there is research to back them up. But mindfulness in schools can mean many different things, and the explosion of interest has some researchers and proponents advising caution.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Mindfulness when delivered in a high-quality structured program can be beneficial for youth,\" says Erica Sibinga, a professor of pediatrics at Johns Hopkins School of Medicine. \"We can't immediately assume it's effective when delivered in other ways.\"\u003c/p>\n\u003cp>Mindfulness is a bit of a catch-all term for a secularized version of practices that draw from religions like Buddhism and Hinduism. It might include things like focusing on the senses, deep, regular breathing and mental exercises designed to promote awareness and kindness.\u003c/p>\n\u003cp>In schools, mindfulness has taken many forms, from intensive curricular programs, to professional development for teachers, to an occasional behavioral respite. Some for-profit companies advertise videos and audio tracks meant to be played to children for as little as five minutes a day; others market toys and gadgets. For example, at Warner, Rattner uses an expandable ball to demonstrate deep breathing and a liquid motion bubble timer filled with colorful oil to help students calm down.\u003c/p>\n\u003cp>But Tish Jennings, an education researcher at the University of Virginia says buyers should beware.\u003c/p>\n\u003cp>\"There's people out there that have good intentions, and they're really trying to support schools, but they may not have the evidence behind what they're doing.\"\u003c/p>\n\u003ch2>\u003cstrong>Evidence-Based Mindfulness\u003c/strong>\u003c/h2>\n\u003cp>Almost 90% of Warner students live in poverty, and many come to school carrying trauma and other troubles that affect their behavior and ability to focus. The mindfulness program, which began this school year, is one way Warner is trying to address those challenges. In addition to one-on-one sessions with students, Rattner also hosts yoga classes and provides classroom support. And twice a day, Principal Ricki Gibbs leads school-wide breathing exercises.\u003c/p>\n\u003cp>Gibbs says he's already seen an improvement: Behavior referrals are down 80% compared to the same time last year.\u003c/p>\n\u003cp>\"We've given them avenues to work on mindfulness,\" Gibbs says, \"to work on just calming themselves, getting to their center place where they can just be children.\"\u003c/p>\n\u003cp>Gibbs may be seeing results, but there's little research behind mindfulness programs like his. And the programs that \u003cem>have \u003c/em>been studied — and proven effective — take a lot more time than what's being done at Warner.\u003c/p>\n\u003cp>Most of the clinical research on mindfulness has centered on Mindfulness Based Stress Reduction, a specific protocol created in a medical school. It draws from traditional Buddhist meditation practices, but secularized and standardized. MBSR for adults is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3336928/\">fairly intensive\u003c/a>: It typically takes place over the course of eight weeks, for two or two and a half hours per week, plus an all-day retreat.\u003c/p>\n\u003cp>Studies have found that MBSR improves both chronic pain and the body's immune response. And there are significant mental health benefits: For adults, across populations, this protocol has been shown to have \u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/1809754\">a similar effect as antidepressants\u003c/a>.\u003c/p>\n\u003cp>Sibinga at Johns Hopkins has published \u003ca href=\"https://www.hopkinsmedicine.org/profiles/results/directory/profile/0006430/erica-sibinga\">several studies\u003c/a> on the efficacy of mindfulness for children and teenagers, particularly those who cope with significant stress and trauma. In the studies, which Sibinga designed, the training consists of 12 weekly sessions of 50 minutes each — a significant amount of instructional time at any school. Some of the language has been simplified or made less abstract for young people, but it's still very much based on MBSR, she says. And, it works.\u003c/p>\n\u003cp>\"We see mental health benefits,\" Sibinga explains. \"We see some behavioral benefits. Youth are more likely not to engage in conflict — more likely to walk away from contentious discussions. They express greater acceptance of themselves.\"\u003c/p>\n\u003cp>Jennings at the University of Virginia has taken a different, in some ways even more intensive approach. She believes successful mindfulness programs should include adults as well as the children in a school, and they should be integrated with a schools' approach to discipline and social and emotional learning.\u003c/p>\n\u003cp>Jennings co-created a program called \u003ca href=\"https://createforeducation.org/care/\">CARE\u003c/a>, which \u003ca href=\"https://www.npr.org/sections/ed/2016/08/19/488866975/when-teachers-take-a-breath-students-can-bloom\">provides intensive mindfulness training\u003c/a> for teachers. Randomized controlled trials show the program is effective not only in improving teachers' well-being, but also in improving the classroom environment as teachers become more centered and less reactive to stressful situations.\u003c/p>\n\u003cp>Jennings says the programs that are backed by the best evidence are \"doing a really good job of fitting into the school system in a way that the teachers and students can use. It's not being plugged in or added on. It's building a new climate in the school where everyone\" — from the principal to the bus driver — \"is approaching what they're doing with a more mindful and compassionate approach.\"\u003c/p>\n\u003cp>She's currently studying \u003ca href=\"https://www.compassionschools.org/program/\">a district-wide program\u003c/a> in Louisville, Ky., that is trying to do just that.\u003c/p>\n\u003ch2>\u003cstrong>Equitable Mindfulness\u003c/strong>\u003c/h2>\n\u003cp>In the United States, mindfulness has long been associated with white, affluent and highly educated people, as well as with the technology industry and the corporate world. As its use spreads in schools, and as researchers like Sibinga focus specifically on how it can help children who face trauma and adversity, experts like Tiara Cash are raising concerns about equity and inclusion. Cash is with the Center for Mindfulness, Compassion and Resilience at Arizona State University, an organization that works to promote what she calls \"equitable mindfulness\" to diverse communities in culturally specific ways.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">Statistics show\u003c/a>, in schools across the country, black and Hispanic students are disciplined more often and more harshly. Cash says it's possible that a given student is feeling angry or disruptive because teachers really do show implicit bias — and mindfulness isn't going to fix that underlying problem.\u003c/p>\n\u003cp>\"Mindfulness really isn't spiritual bypassing,\" she says. \"So we're not trying to bypass the fact that there are social injustices and systematic issues that show up in these different communities and in these different spaces.\"\u003c/p>\n\u003cp>She says that while it is helpful to give a student a chance to process difficult emotions that come up in class, mindfulness would be better used to allow teachers to interrogate and eliminate their own implicit biases.\u003c/p>\n\u003cp>\"What we're really trying to do is elevate the understanding that, you know, with our own personal practices, with our own sitting with ourselves, we're able to break down these barriers better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because of that, Cash, like Jennings, says it's hard to do mindfulness effectively unless teachers walk the talk. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When kids at Warner Arts Magnet Elementary School act up, they aren't sent straight to the principal's office. Instead, many students at the high-poverty school in Nashville, Tenn., go to the \"BeWell\" room.\u003c/p>\n\u003cp>The serene space is awash in sunlight and brimming with plants. There are yoga mats, toys, a lounging nook and soothing music drifting out of a desk speaker. In this room, teacher Riki Rattner, who is also trained as a yoga instructor, helps students practice deep breathing and check in with their emotions.\u003c/p>\n\u003cp>\"Let's get you checked in and calming down. Taking care of you,\" she tells a fourth grader who walks in after a tiff in art class.\u003c/p>\n\u003cp>One in 5 American children \u003ca href=\"https://www.npr.org/2019/10/23/772789491/how-to-help-a-child-struggling-with-anxiety\">struggles with anxiety\u003c/a>, according to the National Institute of Mental Health, and \u003ca href=\"https://www.childtrends.org/indicators/adverse-experiences\">almost half\u003c/a> experience at least one serious stressor at home — like divorce, poverty or a parent's addiction — according to the nonprofit Child Trends.\u003c/p>\n\u003cp>To help students cope, a growing number of schools like Warner are turning to mindfulness. Its boosters claim all kinds of benefits, and there is research to back them up. But mindfulness in schools can mean many different things, and the explosion of interest has some researchers and proponents advising caution.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Mindfulness when delivered in a high-quality structured program can be beneficial for youth,\" says Erica Sibinga, a professor of pediatrics at Johns Hopkins School of Medicine. \"We can't immediately assume it's effective when delivered in other ways.\"\u003c/p>\n\u003cp>Mindfulness is a bit of a catch-all term for a secularized version of practices that draw from religions like Buddhism and Hinduism. It might include things like focusing on the senses, deep, regular breathing and mental exercises designed to promote awareness and kindness.\u003c/p>\n\u003cp>In schools, mindfulness has taken many forms, from intensive curricular programs, to professional development for teachers, to an occasional behavioral respite. Some for-profit companies advertise videos and audio tracks meant to be played to children for as little as five minutes a day; others market toys and gadgets. For example, at Warner, Rattner uses an expandable ball to demonstrate deep breathing and a liquid motion bubble timer filled with colorful oil to help students calm down.\u003c/p>\n\u003cp>But Tish Jennings, an education researcher at the University of Virginia says buyers should beware.\u003c/p>\n\u003cp>\"There's people out there that have good intentions, and they're really trying to support schools, but they may not have the evidence behind what they're doing.\"\u003c/p>\n\u003ch2>\u003cstrong>Evidence-Based Mindfulness\u003c/strong>\u003c/h2>\n\u003cp>Almost 90% of Warner students live in poverty, and many come to school carrying trauma and other troubles that affect their behavior and ability to focus. The mindfulness program, which began this school year, is one way Warner is trying to address those challenges. In addition to one-on-one sessions with students, Rattner also hosts yoga classes and provides classroom support. And twice a day, Principal Ricki Gibbs leads school-wide breathing exercises.\u003c/p>\n\u003cp>Gibbs says he's already seen an improvement: Behavior referrals are down 80% compared to the same time last year.\u003c/p>\n\u003cp>\"We've given them avenues to work on mindfulness,\" Gibbs says, \"to work on just calming themselves, getting to their center place where they can just be children.\"\u003c/p>\n\u003cp>Gibbs may be seeing results, but there's little research behind mindfulness programs like his. And the programs that \u003cem>have \u003c/em>been studied — and proven effective — take a lot more time than what's being done at Warner.\u003c/p>\n\u003cp>Most of the clinical research on mindfulness has centered on Mindfulness Based Stress Reduction, a specific protocol created in a medical school. It draws from traditional Buddhist meditation practices, but secularized and standardized. MBSR for adults is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3336928/\">fairly intensive\u003c/a>: It typically takes place over the course of eight weeks, for two or two and a half hours per week, plus an all-day retreat.\u003c/p>\n\u003cp>Studies have found that MBSR improves both chronic pain and the body's immune response. And there are significant mental health benefits: For adults, across populations, this protocol has been shown to have \u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/1809754\">a similar effect as antidepressants\u003c/a>.\u003c/p>\n\u003cp>Sibinga at Johns Hopkins has published \u003ca href=\"https://www.hopkinsmedicine.org/profiles/results/directory/profile/0006430/erica-sibinga\">several studies\u003c/a> on the efficacy of mindfulness for children and teenagers, particularly those who cope with significant stress and trauma. In the studies, which Sibinga designed, the training consists of 12 weekly sessions of 50 minutes each — a significant amount of instructional time at any school. Some of the language has been simplified or made less abstract for young people, but it's still very much based on MBSR, she says. And, it works.\u003c/p>\n\u003cp>\"We see mental health benefits,\" Sibinga explains. \"We see some behavioral benefits. Youth are more likely not to engage in conflict — more likely to walk away from contentious discussions. They express greater acceptance of themselves.\"\u003c/p>\n\u003cp>Jennings at the University of Virginia has taken a different, in some ways even more intensive approach. She believes successful mindfulness programs should include adults as well as the children in a school, and they should be integrated with a schools' approach to discipline and social and emotional learning.\u003c/p>\n\u003cp>Jennings co-created a program called \u003ca href=\"https://createforeducation.org/care/\">CARE\u003c/a>, which \u003ca href=\"https://www.npr.org/sections/ed/2016/08/19/488866975/when-teachers-take-a-breath-students-can-bloom\">provides intensive mindfulness training\u003c/a> for teachers. Randomized controlled trials show the program is effective not only in improving teachers' well-being, but also in improving the classroom environment as teachers become more centered and less reactive to stressful situations.\u003c/p>\n\u003cp>Jennings says the programs that are backed by the best evidence are \"doing a really good job of fitting into the school system in a way that the teachers and students can use. It's not being plugged in or added on. It's building a new climate in the school where everyone\" — from the principal to the bus driver — \"is approaching what they're doing with a more mindful and compassionate approach.\"\u003c/p>\n\u003cp>She's currently studying \u003ca href=\"https://www.compassionschools.org/program/\">a district-wide program\u003c/a> in Louisville, Ky., that is trying to do just that.\u003c/p>\n\u003ch2>\u003cstrong>Equitable Mindfulness\u003c/strong>\u003c/h2>\n\u003cp>In the United States, mindfulness has long been associated with white, affluent and highly educated people, as well as with the technology industry and the corporate world. As its use spreads in schools, and as researchers like Sibinga focus specifically on how it can help children who face trauma and adversity, experts like Tiara Cash are raising concerns about equity and inclusion. Cash is with the Center for Mindfulness, Compassion and Resilience at Arizona State University, an organization that works to promote what she calls \"equitable mindfulness\" to diverse communities in culturally specific ways.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">Statistics show\u003c/a>, in schools across the country, black and Hispanic students are disciplined more often and more harshly. Cash says it's possible that a given student is feeling angry or disruptive because teachers really do show implicit bias — and mindfulness isn't going to fix that underlying problem.\u003c/p>\n\u003cp>\"Mindfulness really isn't spiritual bypassing,\" she says. \"So we're not trying to bypass the fact that there are social injustices and systematic issues that show up in these different communities and in these different spaces.\"\u003c/p>\n\u003cp>She says that while it is helpful to give a student a chance to process difficult emotions that come up in class, mindfulness would be better used to allow teachers to interrogate and eliminate their own implicit biases.\u003c/p>\n\u003cp>\"What we're really trying to do is elevate the understanding that, you know, with our own personal practices, with our own sitting with ourselves, we're able to break down these barriers better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"article-hdr-h\">\u003c/div>\n\u003cdiv class=\"article-hdr-meta\">\n\u003cdiv class=\"article-hdr-meta-inner\">CAMBRIDGE, Mass. — Ava had always felt comfortable at the small, private K-8 school she attended just north of Boston. But in high school everything changed.\u003c/div>\n\u003c/div>\n\u003cp>Ava first began to experience anxiety and depression after her parents divorced, when she was still in grade school. These problems increased as she entered her teen years, and became even more severe in ninth grade, when she enrolled at Cambridge Rindge & Latin School, a vast campus with nearly 2,000 students. Faced with large, noisy classrooms, Ava froze with fear. By her sophomore year, she felt unable to cope. When her mother dropped her off one morning, Ava looked out at the school building, but couldn’t open the car door to go inside.\u003c/p>\n\u003cp>She began to miss two or three days of school a week. In April of that year, she stopped attending altogether.\u003c/p>\n\u003cp>“Some days I couldn’t even get out of bed,” said Ava, who is 17 with light auburn hair. “I’d find anything to hold on to physically, so I wouldn’t have to move.” (The last names of students featured in this story have been withheld to protect their privacy.)\u003c/p>\n\u003cp>Ava’s physician suggested she look into BRYT, or Bridge for Resilient Youth in Transition, which helps students return to school after extended mental health-related absences. Ava, now a junior, was skeptical at first. But eventually she agreed to transition back to school while spending one period a day in the program’s dedicated classroom, where she received emotional and psychological support and assistance catching up on the schoolwork she’d missed.\u003c/p>\n\u003cp>Ava was fortunate. As many as one in five children need help with a mental health condition such as anxiety or depression. These students often have trouble processing information or focusing, which can contribute to a cycle of increased anxiety, dropping grades and missed school, say experts. Yet schools typically lack the money and staff to help students cope with what experts describe as a mental health epidemic. One study found that nearly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/12202276\">80 percent\u003c/a> of students failed to receive the mental health care they needed, and more than 50 percent of students ages 14 and older with emotional and behavioral disabilities drop out of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Districts that are less resourced might be sharing one psychologist for the entire school district, or one psychologist who is responsible for 3,000 kids,” said Kelly Vaillancourt Strobach, policy director for the National Association of School Psychologists (NASP). “When you have these shortage of these professionals, you’re really only able to serve those kids who are in extreme crisis.”\u003c/p>\n\u003cfigure id=\"attachment_55289\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55289\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default-160x213.jpg 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Art work by Tashin, a junior at Rindge & Latin High School and BRYT alum. \u003ccite>(Alfonso Serrano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Absent a national blueprint for helping students cope with mental health conditions, states are scrambling to identify potential prototypes. The BRYT program, which was founded and pioneered in a Boston-area school in 2004 by the nonprofit Brookline Center for Community Mental Health, has emerged as a successful model for helping kids re-enter school after a mental health crisis.* The Brookline Center works with school districts to help them plan and implement BRYT programs, which are staffed by school employees. Although the center doesn’t finance programs, it helps schools identify potential sources of funding.\u003c/p>\n\u003cp>Ninety percent of students in BRYT remain on track to graduate, and their attendance rates have increased from 52 percent before participation to above 80 percent after. The program itself is expanding. BRYT’s director, Paul Hyry-Dermith, said 137 schools in Massachusetts now employ the program and pilots are starting to roll out in Rhode Island, New York and New Hampshire. Partnerships are also in the works with school districts in Washington state and Oregon.\u003c/p>\n\u003cp>At Cambridge Rindge & Latin, an ethnically diverse school that in 2018 sent 82 percent of its graduates to college, the BRYT classroom is tucked at the end of a quiet hallway. Blue parchment covers the fluorescent ceiling lights, showering the space in a balmy azure. A walnut-stained rocking chair with an embroidered cushion that reads “Be Kind” rests in one corner. In another corner, a noise machine beckons for attention before it’s soon forgotten.\u003c/p>\n\u003cp>Eleven students spend one assigned period a day here, where they chat with counselors, prepare for and work on homework assignments with the program’s academic liaison, or simply rest and relax. Students are also welcome in the room any time they feel overwhelmed.\u003c/p>\n\u003cp>“Many of the kids in our program are coming out of a psychiatric hospitalization,” said Ashley Sitkin, BRYT clinician/program leader at Rindge & Latin. “Some of the kids haven’t been hospitalized but they’ve missed a lot of school because they’ve gotten stuck in this avoidance cycle, which is really common for kids who struggle with anxiety and depression.”\u003c/p>\n\u003cp>At Rindge & Latin, Sitkin and her colleague, academic coordinator Nkrumah Jones, disrupt that cycle with a three-to-four-month reintegration plan that includes emotional support and mental care coordination. That includes a clinical diagnosis of students before they enter the program, and constant contact with outside health providers who also provide each student with care. Sitkin and her staff also reach out to parents and keep them informed. Academic coordination is crucial, too. Both BRYT coordinators and teachers acknowledge it is unrealistic to expect students who miss weeks of school to make up all class work, so care coordinators serve as a liaison between student and teacher, indentifying key assignments and ironing out a make-up plan.\u003c/p>\n\u003cp>Eli, a trans student at Rindge & Latin, began to battle with depression in eighth grade, a condition that worsened the following year when he entered high school. By his sophomore year, therapy and medication proved fruitless. Eli stopped going to school. He checked into a psychiatric hospital, an experience that his mother said replenished Eli’s hope and helped him kick his meds. But the thought of returning to school tormented Eli. Unable to walk into the building, he met Sitkin and Jones at the school door before being escorted to the safe space.\u003c/p>\n\u003cp>“I was dealing with pretty severe anxiety and depression. I would miss school, which would make me more stressed, which meant I would want to miss more school,” said Eli. Before participating in BRYT, Eli, now a senior, would attend just three or four classes a day, he said. Gradually, with help from Sitkin, he returned to classes full time. “I was behind on school work before I left, so the academic coordination, having someone else deal with my teachers, was really, really helpful.”\u003c/p>\n\u003cp>At Rindge & Latin, the mental health challenges students contend with have become more severe in recent years. Student suicide is a growing worry. Several students attempted suicide this semester, teachers and staff said. “I had a student today tell me she’s feeling very suicidal,” said Sitkin.\u003c/p>\n\u003cp>That’s part of a national trend. The suicide rate for children and young adults, ages 10 to 24, rose by \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">56 percent\u003c/a> from 2007 and 2017 and is now the second leading cause of death among teenagers, according to the Department of Health and Human Services. Some \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">3,000 high school students\u003c/a> across the U.S. attempt suicide every day.\u003c/p>\n\u003cp>Duncan MacLaury, a history teacher in his fourth year at Rindge & Latin, said he often sees students struggling with depression and suicidal ideation. Ibrahim Dagher, who teaches Arabic at the school, also sees the symptoms, though often they are hard to detect.\u003c/p>\n\u003cp>“I have a student who has been through a very traumatic experience,” said Dagher. “She attempted suicide this year, and I had no idea, meaning I saw no signs. She was present in class the day of, so that really shocked me.”\u003c/p>\n\u003cfigure id=\"attachment_55288\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55288\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default-160x213.jpg 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Art work in the BRYT room at the Rindge & Latin School in Cambridge. \u003ccite>(Alfonso Serrano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts point to the increased use of smart phones and social media as the likely culprit for the spike in teen suicide over the last decade. New technology keeps kids in front of screens instead of interacting face-to-face with their peers, they say, which leads to increased isolation. It can also expose them to feelings of insecurity and to cyber harassment and bullying.\u003c/p>\n\u003cp>Social media helped exacerbate emotional problems for Tashin, 17, a junior at Rindge & Latin. She first started experiencing anxiety after exposure to family violence, but her slide into depression hastened when she was in eighth grade, after students began to bully her online. They would create group chats on Instagram mocking her and then send posts her way. The social bullying continued when Tashin was a sophomore at Rindge & Latin, and she began to miss school. Shortly afterward, she entered a hospital after she began to cut herself.\u003c/p>\n\u003cp>“That has stayed with me,” said Tashin, now a junior and a BRYT alum, of the social media bullying. “A lot of people told me I wouldn’t get anywhere in life.”\u003c/p>\n\u003cp>Dorchester, just south of Boston, wallows in hardship. The per capita income is just \u003ca href=\"https://www.dotnews.com/2019/data-illustrate-growing-city\">$26,292\u003c/a>, the second lowest in the Boston area, and almost more than $10,000 less than the city average. Just \u003ca href=\"https://www.point2homes.com/US/Neighborhood/MA/Boston/Dorchester-Demographics.html\">14 percent\u003c/a> of residents hold bachelor’s degrees. The 460 students at Boston Arts Academy reflect these economic burdens: Two thirds come from economically disadvantaged families, and one third entered ninth grade reading below grade level.\u003c/p>\n\u003cp>Students at the Academy, the Boston school system’s only public high school for the arts, carry the weight of stress and community violence, said Charmain Jackman, the school’s dean of Health & Wellness. Students embody these stressors with increased levels of depression and trauma. Thought disorders like schizophrenia and delusional disorder are also up here, all made worse, said Jackman, by the recent death of a beloved teacher.\u003c/p>\n\u003cp>That has placed pressure on the school’s mental health services, and its Bridge program, which is similar to the BRYT model used at Rindge & Latin. Besides helping students reenter school after mental health-related absences, the program, started in 2014, focuses on what directors call pre-emptive help. If program coordinators notice a student becoming high risk — excessive absences or tardiness —they will intervene.\u003c/p>\n\u003cp>The dedicated classroom here is tiny, a roughly 12- by 15-foot room crammed with a few 5-foot-long desks and two computers. A tack board welcomes the program’s nine participants and helps coordinators keep track of student comings and goings.\u003c/p>\n\u003cp>Despite its narrow confines, the room served as a home for Dashawn, a senior here, at a time he desperately needed shelter. As a sophomore, Dashawn lost his father. Devastated family members went their separate ways. Dashawn’s mother slid into depression, exacerbated by her inability to afford the rent after her husband’s death; she moved to Georgia to start a new life. Penniless and alone, Dashawn drifted from friend’s house to friend’s house. Inevitably, he was asked to leave after a few weeks. He slept in hallways at times.\u003c/p>\n\u003cp>“Outside it’s like, ‘Damn, where am I going to sleep tonight?’” said Dashawn, now 19. “Coming to school is the part where, ‘OK, you’re good for now.’”\u003c/p>\n\u003cp>Dashawn credits Bridge with giving him a space where he could be vulnerable and let his emotions out. Sarah Nichols, coordinator of the Bridge program, and Jackman helped just by being there and reassuring him he could get through a rough patch in his life, he said. The program also helped him communicate with his teachers and make up assignments. Program coordinators gave him gift cards for food and helped him fill out applications for housing. But they also gave him a space to sit down and gather his thoughts.\u003c/p>\n\u003cp>“I’ve had tensions with teachers because they think, ‘Oh, you’re not working, your quality is not good enough,’” said Dashawn, who now lives with an uncle in a stable setting.\u003c/p>\n\u003cp>“It’s hard to meet these expectations when you’re going through a lot outside of school,” he said, crediting Bridge with helping him sprout into adulthood. “I’m starting to walk now, and I’m just thankful.”\u003c/p>\n\u003cp>Boston Arts Academy does not have the resources that Rindge & Latin enjoys. Students shuffle through dim corridors. The school’s makeshift library spills from one dedicated classroom into an adjacent hallway. Substance abuse is up among students, 90 percent of whom are people of color, mostly Latino and black. Jackman, who said her mornings are filled with “back-to-back” students, described the Academy as an urban school with a lot of stress and few resources.\u003c/p>\n\u003cp>“Every school personnel I’ve spoken to have talked about increased stress and anxiety of students in general,” said Jackman. “It’s relentless right now.”\u003c/p>\n\u003cp>But staff at both schools said one of their biggest frustrations is that, although anxiety is widespread, they only have time for the students with the most acute problems.\u003c/p>\n\u003cp>“Early intervention is much more effective than waiting until a kid is in a crisis, and that’s what happens in a lot of schools that don’t have these adequate members of mental health staff,” said Vaillancourt Strobach of the National Association of School Psychologists. “There is an entire population of students who really aren’t getting the care that they need, or it’s putting the responsibility on the community, where there is also a significant shortage.”\u003c/p>\n\u003cp>Sitkin at Rindge & Latin emphasized that BRYT is a short-term stabilization model. She agrees with Vaillancourt Strobach — schools need to be better equipped to help students cope with social-emotional issues when they’re younger, before the problems grow. Only focusing on students in crisis is unsustainable, she said.\u003c/p>\n\u003cp>Sitkin, referring to herself, said, “Ten Ashleys can help 100 more students, but it’s not going to solve the problem. But how do we help the majority of students who also have struggles? There is always going to be those students.”\u003c/p>\n\u003cp>But for struggling students like Ava at Rindge & Latin, the help they receive at school can alter the course of their lives.\u003c/p>\n\u003cp>“BRYT is a miracle worker in a way. I wasn’t going to finish high school,” said Ava. “It’s about getting out of the car. It’s about being here and being OK.”\u003c/p>\n\u003cp>\u003cem>*Correction: This sentence has been updated to correct the name of the Brookline Center for Community Mental Health and the number of schools in which it was started.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/schools-struggle-to-help-students-return-to-class-after-a-mental-health-crisis/\">mental health in schools\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the National Suicide Prevention Lifeline at 1-800-273-8255 (En Español: 1-888-628-9454; Deaf and Hard of Hearing: 1-800-799-4889) or the Crisis Text Line by texting HOME to 741741.\u003c/em>\u003c/p>\n\n",
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"excerpt": "More kids are missing school because of anxiety and depression. A Massachusetts program is trying to disrupt that cycle by helping kids transition back to school. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"article-hdr-h\">\u003c/div>\n\u003cdiv class=\"article-hdr-meta\">\n\u003cdiv class=\"article-hdr-meta-inner\">CAMBRIDGE, Mass. — Ava had always felt comfortable at the small, private K-8 school she attended just north of Boston. But in high school everything changed.\u003c/div>\n\u003c/div>\n\u003cp>Ava first began to experience anxiety and depression after her parents divorced, when she was still in grade school. These problems increased as she entered her teen years, and became even more severe in ninth grade, when she enrolled at Cambridge Rindge & Latin School, a vast campus with nearly 2,000 students. Faced with large, noisy classrooms, Ava froze with fear. By her sophomore year, she felt unable to cope. When her mother dropped her off one morning, Ava looked out at the school building, but couldn’t open the car door to go inside.\u003c/p>\n\u003cp>She began to miss two or three days of school a week. In April of that year, she stopped attending altogether.\u003c/p>\n\u003cp>“Some days I couldn’t even get out of bed,” said Ava, who is 17 with light auburn hair. “I’d find anything to hold on to physically, so I wouldn’t have to move.” (The last names of students featured in this story have been withheld to protect their privacy.)\u003c/p>\n\u003cp>Ava’s physician suggested she look into BRYT, or Bridge for Resilient Youth in Transition, which helps students return to school after extended mental health-related absences. Ava, now a junior, was skeptical at first. But eventually she agreed to transition back to school while spending one period a day in the program’s dedicated classroom, where she received emotional and psychological support and assistance catching up on the schoolwork she’d missed.\u003c/p>\n\u003cp>Ava was fortunate. As many as one in five children need help with a mental health condition such as anxiety or depression. These students often have trouble processing information or focusing, which can contribute to a cycle of increased anxiety, dropping grades and missed school, say experts. Yet schools typically lack the money and staff to help students cope with what experts describe as a mental health epidemic. One study found that nearly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/12202276\">80 percent\u003c/a> of students failed to receive the mental health care they needed, and more than 50 percent of students ages 14 and older with emotional and behavioral disabilities drop out of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Districts that are less resourced might be sharing one psychologist for the entire school district, or one psychologist who is responsible for 3,000 kids,” said Kelly Vaillancourt Strobach, policy director for the National Association of School Psychologists (NASP). “When you have these shortage of these professionals, you’re really only able to serve those kids who are in extreme crisis.”\u003c/p>\n\u003cfigure id=\"attachment_55289\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55289\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-5-e1580748498474-500x0-c-default-160x213.jpg 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Art work by Tashin, a junior at Rindge & Latin High School and BRYT alum. \u003ccite>(Alfonso Serrano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Absent a national blueprint for helping students cope with mental health conditions, states are scrambling to identify potential prototypes. The BRYT program, which was founded and pioneered in a Boston-area school in 2004 by the nonprofit Brookline Center for Community Mental Health, has emerged as a successful model for helping kids re-enter school after a mental health crisis.* The Brookline Center works with school districts to help them plan and implement BRYT programs, which are staffed by school employees. Although the center doesn’t finance programs, it helps schools identify potential sources of funding.\u003c/p>\n\u003cp>Ninety percent of students in BRYT remain on track to graduate, and their attendance rates have increased from 52 percent before participation to above 80 percent after. The program itself is expanding. BRYT’s director, Paul Hyry-Dermith, said 137 schools in Massachusetts now employ the program and pilots are starting to roll out in Rhode Island, New York and New Hampshire. Partnerships are also in the works with school districts in Washington state and Oregon.\u003c/p>\n\u003cp>At Cambridge Rindge & Latin, an ethnically diverse school that in 2018 sent 82 percent of its graduates to college, the BRYT classroom is tucked at the end of a quiet hallway. Blue parchment covers the fluorescent ceiling lights, showering the space in a balmy azure. A walnut-stained rocking chair with an embroidered cushion that reads “Be Kind” rests in one corner. In another corner, a noise machine beckons for attention before it’s soon forgotten.\u003c/p>\n\u003cp>Eleven students spend one assigned period a day here, where they chat with counselors, prepare for and work on homework assignments with the program’s academic liaison, or simply rest and relax. Students are also welcome in the room any time they feel overwhelmed.\u003c/p>\n\u003cp>“Many of the kids in our program are coming out of a psychiatric hospitalization,” said Ashley Sitkin, BRYT clinician/program leader at Rindge & Latin. “Some of the kids haven’t been hospitalized but they’ve missed a lot of school because they’ve gotten stuck in this avoidance cycle, which is really common for kids who struggle with anxiety and depression.”\u003c/p>\n\u003cp>At Rindge & Latin, Sitkin and her colleague, academic coordinator Nkrumah Jones, disrupt that cycle with a three-to-four-month reintegration plan that includes emotional support and mental care coordination. That includes a clinical diagnosis of students before they enter the program, and constant contact with outside health providers who also provide each student with care. Sitkin and her staff also reach out to parents and keep them informed. Academic coordination is crucial, too. Both BRYT coordinators and teachers acknowledge it is unrealistic to expect students who miss weeks of school to make up all class work, so care coordinators serve as a liaison between student and teacher, indentifying key assignments and ironing out a make-up plan.\u003c/p>\n\u003cp>Eli, a trans student at Rindge & Latin, began to battle with depression in eighth grade, a condition that worsened the following year when he entered high school. By his sophomore year, therapy and medication proved fruitless. Eli stopped going to school. He checked into a psychiatric hospital, an experience that his mother said replenished Eli’s hope and helped him kick his meds. But the thought of returning to school tormented Eli. Unable to walk into the building, he met Sitkin and Jones at the school door before being escorted to the safe space.\u003c/p>\n\u003cp>“I was dealing with pretty severe anxiety and depression. I would miss school, which would make me more stressed, which meant I would want to miss more school,” said Eli. Before participating in BRYT, Eli, now a senior, would attend just three or four classes a day, he said. Gradually, with help from Sitkin, he returned to classes full time. “I was behind on school work before I left, so the academic coordination, having someone else deal with my teachers, was really, really helpful.”\u003c/p>\n\u003cp>At Rindge & Latin, the mental health challenges students contend with have become more severe in recent years. Student suicide is a growing worry. Several students attempted suicide this semester, teachers and staff said. “I had a student today tell me she’s feeling very suicidal,” said Sitkin.\u003c/p>\n\u003cp>That’s part of a national trend. The suicide rate for children and young adults, ages 10 to 24, rose by \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">56 percent\u003c/a> from 2007 and 2017 and is now the second leading cause of death among teenagers, according to the Department of Health and Human Services. Some \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">3,000 high school students\u003c/a> across the U.S. attempt suicide every day.\u003c/p>\n\u003cp>Duncan MacLaury, a history teacher in his fourth year at Rindge & Latin, said he often sees students struggling with depression and suicidal ideation. Ibrahim Dagher, who teaches Arabic at the school, also sees the symptoms, though often they are hard to detect.\u003c/p>\n\u003cp>“I have a student who has been through a very traumatic experience,” said Dagher. “She attempted suicide this year, and I had no idea, meaning I saw no signs. She was present in class the day of, so that really shocked me.”\u003c/p>\n\u003cfigure id=\"attachment_55288\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55288\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/Alfonso-Serrano-Serrano-missing-school-mental-health-4-e1580748487797-500x0-c-default-160x213.jpg 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Art work in the BRYT room at the Rindge & Latin School in Cambridge. \u003ccite>(Alfonso Serrano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts point to the increased use of smart phones and social media as the likely culprit for the spike in teen suicide over the last decade. New technology keeps kids in front of screens instead of interacting face-to-face with their peers, they say, which leads to increased isolation. It can also expose them to feelings of insecurity and to cyber harassment and bullying.\u003c/p>\n\u003cp>Social media helped exacerbate emotional problems for Tashin, 17, a junior at Rindge & Latin. She first started experiencing anxiety after exposure to family violence, but her slide into depression hastened when she was in eighth grade, after students began to bully her online. They would create group chats on Instagram mocking her and then send posts her way. The social bullying continued when Tashin was a sophomore at Rindge & Latin, and she began to miss school. Shortly afterward, she entered a hospital after she began to cut herself.\u003c/p>\n\u003cp>“That has stayed with me,” said Tashin, now a junior and a BRYT alum, of the social media bullying. “A lot of people told me I wouldn’t get anywhere in life.”\u003c/p>\n\u003cp>Dorchester, just south of Boston, wallows in hardship. The per capita income is just \u003ca href=\"https://www.dotnews.com/2019/data-illustrate-growing-city\">$26,292\u003c/a>, the second lowest in the Boston area, and almost more than $10,000 less than the city average. Just \u003ca href=\"https://www.point2homes.com/US/Neighborhood/MA/Boston/Dorchester-Demographics.html\">14 percent\u003c/a> of residents hold bachelor’s degrees. The 460 students at Boston Arts Academy reflect these economic burdens: Two thirds come from economically disadvantaged families, and one third entered ninth grade reading below grade level.\u003c/p>\n\u003cp>Students at the Academy, the Boston school system’s only public high school for the arts, carry the weight of stress and community violence, said Charmain Jackman, the school’s dean of Health & Wellness. Students embody these stressors with increased levels of depression and trauma. Thought disorders like schizophrenia and delusional disorder are also up here, all made worse, said Jackman, by the recent death of a beloved teacher.\u003c/p>\n\u003cp>That has placed pressure on the school’s mental health services, and its Bridge program, which is similar to the BRYT model used at Rindge & Latin. Besides helping students reenter school after mental health-related absences, the program, started in 2014, focuses on what directors call pre-emptive help. If program coordinators notice a student becoming high risk — excessive absences or tardiness —they will intervene.\u003c/p>\n\u003cp>The dedicated classroom here is tiny, a roughly 12- by 15-foot room crammed with a few 5-foot-long desks and two computers. A tack board welcomes the program’s nine participants and helps coordinators keep track of student comings and goings.\u003c/p>\n\u003cp>Despite its narrow confines, the room served as a home for Dashawn, a senior here, at a time he desperately needed shelter. As a sophomore, Dashawn lost his father. Devastated family members went their separate ways. Dashawn’s mother slid into depression, exacerbated by her inability to afford the rent after her husband’s death; she moved to Georgia to start a new life. Penniless and alone, Dashawn drifted from friend’s house to friend’s house. Inevitably, he was asked to leave after a few weeks. He slept in hallways at times.\u003c/p>\n\u003cp>“Outside it’s like, ‘Damn, where am I going to sleep tonight?’” said Dashawn, now 19. “Coming to school is the part where, ‘OK, you’re good for now.’”\u003c/p>\n\u003cp>Dashawn credits Bridge with giving him a space where he could be vulnerable and let his emotions out. Sarah Nichols, coordinator of the Bridge program, and Jackman helped just by being there and reassuring him he could get through a rough patch in his life, he said. The program also helped him communicate with his teachers and make up assignments. Program coordinators gave him gift cards for food and helped him fill out applications for housing. But they also gave him a space to sit down and gather his thoughts.\u003c/p>\n\u003cp>“I’ve had tensions with teachers because they think, ‘Oh, you’re not working, your quality is not good enough,’” said Dashawn, who now lives with an uncle in a stable setting.\u003c/p>\n\u003cp>“It’s hard to meet these expectations when you’re going through a lot outside of school,” he said, crediting Bridge with helping him sprout into adulthood. “I’m starting to walk now, and I’m just thankful.”\u003c/p>\n\u003cp>Boston Arts Academy does not have the resources that Rindge & Latin enjoys. Students shuffle through dim corridors. The school’s makeshift library spills from one dedicated classroom into an adjacent hallway. Substance abuse is up among students, 90 percent of whom are people of color, mostly Latino and black. Jackman, who said her mornings are filled with “back-to-back” students, described the Academy as an urban school with a lot of stress and few resources.\u003c/p>\n\u003cp>“Every school personnel I’ve spoken to have talked about increased stress and anxiety of students in general,” said Jackman. “It’s relentless right now.”\u003c/p>\n\u003cp>But staff at both schools said one of their biggest frustrations is that, although anxiety is widespread, they only have time for the students with the most acute problems.\u003c/p>\n\u003cp>“Early intervention is much more effective than waiting until a kid is in a crisis, and that’s what happens in a lot of schools that don’t have these adequate members of mental health staff,” said Vaillancourt Strobach of the National Association of School Psychologists. “There is an entire population of students who really aren’t getting the care that they need, or it’s putting the responsibility on the community, where there is also a significant shortage.”\u003c/p>\n\u003cp>Sitkin at Rindge & Latin emphasized that BRYT is a short-term stabilization model. She agrees with Vaillancourt Strobach — schools need to be better equipped to help students cope with social-emotional issues when they’re younger, before the problems grow. Only focusing on students in crisis is unsustainable, she said.\u003c/p>\n\u003cp>Sitkin, referring to herself, said, “Ten Ashleys can help 100 more students, but it’s not going to solve the problem. But how do we help the majority of students who also have struggles? There is always going to be those students.”\u003c/p>\n\u003cp>But for struggling students like Ava at Rindge & Latin, the help they receive at school can alter the course of their lives.\u003c/p>\n\u003cp>“BRYT is a miracle worker in a way. I wasn’t going to finish high school,” said Ava. “It’s about getting out of the car. It’s about being here and being OK.”\u003c/p>\n\u003cp>\u003cem>*Correction: This sentence has been updated to correct the name of the Brookline Center for Community Mental Health and the number of schools in which it was started.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/schools-struggle-to-help-students-return-to-class-after-a-mental-health-crisis/\">mental health in schools\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the National Suicide Prevention Lifeline at 1-800-273-8255 (En Español: 1-888-628-9454; Deaf and Hard of Hearing: 1-800-799-4889) or the Crisis Text Line by texting HOME to 741741.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"uk-media-detail__paragraphs\">\n\u003cdiv class=\"paragraphs-items paragraphs-items-field-paragraphs paragraphs-items-field-paragraphs-full paragraphs-items-full\">\n\u003cdiv class=\"field field-name-field-paragraphs field-type-paragraphs field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers tell their students that \u003ca href=\"https://www.edsurge.com/news/2019-08-07-new-study-shows-where-growth-mindset-training-works-and-where-it-doesn-t\">mindset\u003c/a> matters. Yet teachers do not always allow themselves space to receive those same messages of reflection and self-care.\u003c/p>\n\u003cp>\u003cstrong>Henry Seton\u003c/strong>, a longtime high school teacher and department head, learned that firsthand. In a courageous and insightful \u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct19/vol77/num02/The-Elephant-in-the-Classroom.aspx\">essay in \u003cem>Educational Leadership\u003c/em>\u003c/a>, Seton explored the hurdles that teachers face — especially those who work in schools in high-poverty settings — in safeguarding their mental health. He also revealed the challenges he’d faced in his own life.\u003c/p>\n\u003cp>“Teachers are attuned to the social-emotional wellbeing of our students and trained to monitor for signs such as trauma, anxiety, bullying, or microaggressions,” he wrote. “Yet we are still just learning how to discuss a huge, lurking threat to our work: our own mental health.”\u003c/p>\n\u003cp>Usable Knowledge sat down with Seton, who earned his master's degree at the Harvard Graduate School of Education last May, to talk about the ways in which school communities can both hinder and support the wellbeing of their members.\u003c/p>\n\u003ch2>Where do you think the silence around teacher mental health originates from?\u003c/h2>\n\u003cp>I think so many educators, especially in high-poverty settings, are barely holding on as is. To acknowledge, head on, where we are in terms of our mental health might not be something we feel like we can bear. High-poverty schools also often attract a certain type of intensity junkie who loves the intensity of that work — a person who, previously, has always been able to get through it. Talking about issues of mental health can be seen as a weakness and there’s this mentality of “I just need to be tougher. I just need to work harder and work smarter.”\u003c/p>\n\u003ch2>How have you seen that mindset translate into a school culture? Did you feel equipped, at an early stage in your career, to handle it?\u003c/h2>\n\u003cp>I worked for a decade at a young charter school that, like many young start-up organizations, had a blurring of work-life boundaries. It was predominately young people in their twenties, and we were all super mission-oriented, very energetic, very committed. I think we came into the work with a lot of unprocessed insecurities, whether it was our desire to be a savior or issues of our own guilt, that we were never doing enough. Just like open offices today, you see who gets there earliest, you see who stays there latest.\u003c/p>\n\u003cp>And there’s always this feeling that you could be doing more. Instead of the neighbor’s grass being greener, it’s the classroom next door that’s always operating at a higher level than yours. We all loved each other and worked hard to support each other but intimidated each other to death. It drove us to wonderful growth and phenomenal outcomes for students. Also, at times, it burnt through our emotional resilience and destabilized our emotional constancy with one another and with students. It affected our mental health. As the school transitioned, it did learn how to support teachers over time, but that transition is difficult for all sorts of schools and organizations.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>How do schools perpetuate the silence around teacher wellbeing — and how might schools break that silence?\u003c/h2>\n\u003cp>It’s not uncommon to have school leaders who sometimes sleep in their offices because they’re so busy, who don’t take a single break during the day. I want to name school leaders, in particular, as people who can steer the conversation. They often model, I think unintentionally, that we can’t take breaks, we can’t ease up, we need to always be going full throttle. That trickles down in organizations to the point where we feel we can’t attend to ourselves.\u003c/p>\n\u003ch2>What do you see as the first step toward making teaching more sustainable?\u003c/h2>\n\u003cp>Technology makes it so easy to stay connected with the work, but this can also make it hard to find balance. If we could double the amount of time teachers stay in high-poverty settings, we would change the education sector so much. In order to stay in this game — which is something I want to do for my whole life — teachers need to have boundaries. Veteran teachers, in order to survive, inevitably learn how to erect boundaries. But young teachers in younger schools don’t always have the model of boundary setting. There are not as many older teacher colleagues with children who, by necessity, set stricter boundaries.\u003c/p>\n\u003ch2>You mentioned school leaders as being a group that had a lot of influence over how issues around teacher mental health and wellbeing are talked about in a school community. What else might leaders do?\u003c/h2>\n\u003cp>I believe the number one step is leaders talking about these issues more vulnerably. I was really impressed by \u003ca href=\"https://www.evamoskowitz.com/\" rel=\"nofollow\">Eva Moskowitz\u003c/a> of Success Academy Charter Schools. She has a reputation for being very hard-driving in terms of how she leads her organization, but she spoke in her memoir about the importance of therapists for teachers to be able to process this work, which I thought was phenomenal. It’s just so rare in the high-performing charter space and high-poverty settings that school leaders talk about seeing therapists or the importance of mindfulness practices, let alone practice vulnerability in front of their staff. And I think that’s so critical because it gives everybody else that permission to discuss this…. Leaders need to regularly gather input around the stress points for teachers and respond to it. Healthcare plans for teachers should allow access to free or minimal copay mental health services. And there needs to be a space for teachers to process the intensity of their work.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>\u003cstrong>How could that space be created?\u003c/strong>\u003c/h2>\n\u003cp>The most important thing we can do for each other is just to listen. If we have the bandwidth and time to just stop and listen to a colleague, that’s just such an important first step towards healing and wholeness. Listening dyads are connected to the Buddhist tradition. You just listen and you don’t need to say anything or even respond. Then, if colleagues are open to it, you can talk towards some action steps.\u003c/p>\n\u003ch2>Where might people begin to find resources, supports, and answers to questions?\u003c/h2>\n\u003cp>I see more colleagues starting to talk about issues related to mental health. I feel like terms like mindfulness, vulnerability, and self-compassion are coming up more in teacher spaces. The number one place I’d start is Elena Aguilar’s work on cultivating resilience in educators. It is the best introduction to a myriad of practices that support teacher mental health — everything from mindfulness, to compassion, gratitude. Authors like Brené Brown have appeared in TED Talks that have helped bring attention to it. But I think there’s still more we can do — we’re still not discussing it enough.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__resource-list__stage entity entity-paragraphs-item paragraphs-item-resource-list\">\n\u003cdiv class=\"paragraph__resource-list__boundary\">\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">Additional Resources:\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/18/09/harvard-edcast-demoralized-not-drained\" data-resource-type=\"link\">A recent Harvard EdCast explores why teachers leave the profession and how leaders can better provide support\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/ed/19/01/5-easy-steps-helping-early-childhood-educators-de-stress\" data-resource-type=\"link\">Harvard Ed. Magazine offers tips for early childhood educators to practice mindfulness and destress\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/uk/19/08/helping-new-teachers-thrive\" data-resource-type=\"link\">A guide to helping first-year teachers cultivate resilience \u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"uk-media-detail__comments-stage\">\n\u003cdiv class=\"uk-media-detail__comments-boundary\">\n\u003cdiv id=\"fb-root\" class=\" fb_reset\">\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003c/div>\n\u003cdiv class=\"fb-comments fb_iframe_widget fb_iframe_widget_fluid_desktop\" data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"uk-media-detail__paragraphs\">\n\u003cdiv class=\"paragraphs-items paragraphs-items-field-paragraphs paragraphs-items-field-paragraphs-full paragraphs-items-full\">\n\u003cdiv class=\"field field-name-field-paragraphs field-type-paragraphs field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers tell their students that \u003ca href=\"https://www.edsurge.com/news/2019-08-07-new-study-shows-where-growth-mindset-training-works-and-where-it-doesn-t\">mindset\u003c/a> matters. Yet teachers do not always allow themselves space to receive those same messages of reflection and self-care.\u003c/p>\n\u003cp>\u003cstrong>Henry Seton\u003c/strong>, a longtime high school teacher and department head, learned that firsthand. In a courageous and insightful \u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct19/vol77/num02/The-Elephant-in-the-Classroom.aspx\">essay in \u003cem>Educational Leadership\u003c/em>\u003c/a>, Seton explored the hurdles that teachers face — especially those who work in schools in high-poverty settings — in safeguarding their mental health. He also revealed the challenges he’d faced in his own life.\u003c/p>\n\u003cp>“Teachers are attuned to the social-emotional wellbeing of our students and trained to monitor for signs such as trauma, anxiety, bullying, or microaggressions,” he wrote. “Yet we are still just learning how to discuss a huge, lurking threat to our work: our own mental health.”\u003c/p>\n\u003cp>Usable Knowledge sat down with Seton, who earned his master's degree at the Harvard Graduate School of Education last May, to talk about the ways in which school communities can both hinder and support the wellbeing of their members.\u003c/p>\n\u003ch2>Where do you think the silence around teacher mental health originates from?\u003c/h2>\n\u003cp>I think so many educators, especially in high-poverty settings, are barely holding on as is. To acknowledge, head on, where we are in terms of our mental health might not be something we feel like we can bear. High-poverty schools also often attract a certain type of intensity junkie who loves the intensity of that work — a person who, previously, has always been able to get through it. Talking about issues of mental health can be seen as a weakness and there’s this mentality of “I just need to be tougher. I just need to work harder and work smarter.”\u003c/p>\n\u003ch2>How have you seen that mindset translate into a school culture? Did you feel equipped, at an early stage in your career, to handle it?\u003c/h2>\n\u003cp>I worked for a decade at a young charter school that, like many young start-up organizations, had a blurring of work-life boundaries. It was predominately young people in their twenties, and we were all super mission-oriented, very energetic, very committed. I think we came into the work with a lot of unprocessed insecurities, whether it was our desire to be a savior or issues of our own guilt, that we were never doing enough. Just like open offices today, you see who gets there earliest, you see who stays there latest.\u003c/p>\n\u003cp>And there’s always this feeling that you could be doing more. Instead of the neighbor’s grass being greener, it’s the classroom next door that’s always operating at a higher level than yours. We all loved each other and worked hard to support each other but intimidated each other to death. It drove us to wonderful growth and phenomenal outcomes for students. Also, at times, it burnt through our emotional resilience and destabilized our emotional constancy with one another and with students. It affected our mental health. As the school transitioned, it did learn how to support teachers over time, but that transition is difficult for all sorts of schools and organizations.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>How do schools perpetuate the silence around teacher wellbeing — and how might schools break that silence?\u003c/h2>\n\u003cp>It’s not uncommon to have school leaders who sometimes sleep in their offices because they’re so busy, who don’t take a single break during the day. I want to name school leaders, in particular, as people who can steer the conversation. They often model, I think unintentionally, that we can’t take breaks, we can’t ease up, we need to always be going full throttle. That trickles down in organizations to the point where we feel we can’t attend to ourselves.\u003c/p>\n\u003ch2>What do you see as the first step toward making teaching more sustainable?\u003c/h2>\n\u003cp>Technology makes it so easy to stay connected with the work, but this can also make it hard to find balance. If we could double the amount of time teachers stay in high-poverty settings, we would change the education sector so much. In order to stay in this game — which is something I want to do for my whole life — teachers need to have boundaries. Veteran teachers, in order to survive, inevitably learn how to erect boundaries. But young teachers in younger schools don’t always have the model of boundary setting. There are not as many older teacher colleagues with children who, by necessity, set stricter boundaries.\u003c/p>\n\u003ch2>You mentioned school leaders as being a group that had a lot of influence over how issues around teacher mental health and wellbeing are talked about in a school community. What else might leaders do?\u003c/h2>\n\u003cp>I believe the number one step is leaders talking about these issues more vulnerably. I was really impressed by \u003ca href=\"https://www.evamoskowitz.com/\" rel=\"nofollow\">Eva Moskowitz\u003c/a> of Success Academy Charter Schools. She has a reputation for being very hard-driving in terms of how she leads her organization, but she spoke in her memoir about the importance of therapists for teachers to be able to process this work, which I thought was phenomenal. It’s just so rare in the high-performing charter space and high-poverty settings that school leaders talk about seeing therapists or the importance of mindfulness practices, let alone practice vulnerability in front of their staff. And I think that’s so critical because it gives everybody else that permission to discuss this…. Leaders need to regularly gather input around the stress points for teachers and respond to it. Healthcare plans for teachers should allow access to free or minimal copay mental health services. And there needs to be a space for teachers to process the intensity of their work.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>\u003cstrong>How could that space be created?\u003c/strong>\u003c/h2>\n\u003cp>The most important thing we can do for each other is just to listen. If we have the bandwidth and time to just stop and listen to a colleague, that’s just such an important first step towards healing and wholeness. Listening dyads are connected to the Buddhist tradition. You just listen and you don’t need to say anything or even respond. Then, if colleagues are open to it, you can talk towards some action steps.\u003c/p>\n\u003ch2>Where might people begin to find resources, supports, and answers to questions?\u003c/h2>\n\u003cp>I see more colleagues starting to talk about issues related to mental health. I feel like terms like mindfulness, vulnerability, and self-compassion are coming up more in teacher spaces. The number one place I’d start is Elena Aguilar’s work on cultivating resilience in educators. It is the best introduction to a myriad of practices that support teacher mental health — everything from mindfulness, to compassion, gratitude. Authors like Brené Brown have appeared in TED Talks that have helped bring attention to it. But I think there’s still more we can do — we’re still not discussing it enough.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__resource-list__stage entity entity-paragraphs-item paragraphs-item-resource-list\">\n\u003cdiv class=\"paragraph__resource-list__boundary\">\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">Additional Resources:\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/18/09/harvard-edcast-demoralized-not-drained\" data-resource-type=\"link\">A recent Harvard EdCast explores why teachers leave the profession and how leaders can better provide support\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/ed/19/01/5-easy-steps-helping-early-childhood-educators-de-stress\" data-resource-type=\"link\">Harvard Ed. Magazine offers tips for early childhood educators to practice mindfulness and destress\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/uk/19/08/helping-new-teachers-thrive\" data-resource-type=\"link\">A guide to helping first-year teachers cultivate resilience \u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"uk-media-detail__comments-stage\">\n\u003cdiv class=\"uk-media-detail__comments-boundary\">\n\u003cdiv id=\"fb-root\" class=\" fb_reset\">\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003c/div>\n\u003cdiv class=\"fb-comments fb_iframe_widget fb_iframe_widget_fluid_desktop\" data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
"title": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
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"content": "\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How To Talk To Teens About Vaping",
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"content": "\u003cp>Vape pens are easy to conceal, they're easy to confuse with other electronic gadgets like USB flash drives, and they generally don't leave lingering smells on clothes. All these things make them appealing to underage users, and confounding to parents. Gone are the days when sniffing a teenager's jacket or gym bag counted as passive drug screening. Now if parents want to know if their teens are vaping nicotine or cannabis, their best bet is a good old fashioned conversation.\u003c/p>\n\u003cp>And with news of an outbreak of life-threatening \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/18/760635457/the-vaping-illness-outbreak-what-we-know-so-far\">vaping illness\u003c/a> sweeping the country, and vape use \u003ca href=\"https://www.cdc.gov/vitalsigns/youth-tobacco-use/\">at an all-time high\u003c/a> among teens, the issue feels more urgent than ever. Here's what to say — and not to say — to help your child deal with peer pressure and misinformation, and stay safe.\u003c/p>\n\u003cp>\u003cstrong>Explain the health risks, because some kids really don't know\u003c/strong>\u003c/p>\n\u003cp>Surprisingly, there's a widespread the misconception among teens that vaping is safe. \"Two thirds of kids didn't realize Juul always has nicotine,\" says \u003ca href=\"https://truthinitiative.org/who-we-are/our-team/robin-koval\">Robin Koval\u003c/a>, CEO of Truth Initiative, a public health organization focused on ending tobacco use. \"Many of them started vaping thinking it was just great flavors and water vapor. They certainly didn't sign up to become addicted.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medicine.yale.edu/profile/suchitra_krishnan-sarin/\">Dr. Suchitra Krishnan-Sarin\u003c/a>, a psychiatrist at Yale University, who specializes in teenage substance abuse, says when it comes to some ingredients, \"we don't really know the long term effect on your health.\" She says the advice she gives her own son is: \"Don't put something in your body if you don't know what's in it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It may seem obvious, but make sure your kid understands that vaping comes with health risks. There's even more risk for vape products purchased informally, which could have been adulterated, and for THC-containing products — which the CDC warns people to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/10/03/766997708/cdc-intensifies-warnings-about-vaping-illness-as-cases-top-1-000\">stay away from\u003c/a> altogether until it has a handle on the vaping lung disease outbreak.\u003c/p>\n\u003cp>\u003cstrong>Highlight vaping's ties to Big Tobacco\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bu.edu/sph/profile/elsa-pearson/\">Elsa Pearson\u003c/a>, a policy analyst at Boston University, says that among this generation, smoking is \"a complete faux pas\" but vaping is seen as benign — and cool. \"Kids don't see [vaping] as harmful — they see it as very different from smoking cigarettes,\" Pearson says.\u003c/p>\n\u003cp>She suggests parents flip the script, to portray vaping as a conformist behavior instead of a rebellious one, and explain to kids that vaping companies are \"in cahoots with the cigarette industry. We need to show [kids] that by being 'rebellious' and vaping, they're doing exactly what the industry wants them to do.\"\u003c/p>\n\u003cp>She notes that e-cigarette companies like Juul are now headed up by former cigarette industry executives, and even jointly owned by cigarette companies. \"We need to be telling kids, 'This is just a bunch of old tobacco executives trying to get you hooked,' \" she says.\u003c/p>\n\u003cp>\u003cstrong>Establish open dialogue \u003c/strong>\u003c/p>\n\u003cp>Instead of wagging the finger, invite your kids to ask questions — and ask them questions of your own, to find what what kind of pressure they're experiencing. Koval says this can be a jumping off point for a good conversation. \"Ask,don't tell. 'Is Juuling really popular in your school? How are you feeling about it?' Parents need to understand how much bullying is going on, how much peer pressure is going on.\"\u003c/p>\n\u003cp>\u003cstrong>Help your kid practice saying, \"No\"\u003c/strong>\u003c/p>\n\u003cp>The failures of the D.A.R.E. program are \u003ca href=\"http://content.time.com/time/nation/article/0,8599,99564,00.html\">well documented\u003c/a>, but if you help your kid \"just say no\" in their own words, that's actually a great prevention tactic, according to Jacobs. This means helping kids develop their own script for how they will deal with peer pressure when they inevitably encounter vaping in their peer group. \"You definitely need specific tools, and you need to practice specifically what you will say, if someone offers you a Juul and you don't want to do it,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Teach, don't preach\u003c/strong>\u003c/p>\n\u003cp>If you do find out that your kid has tried vaping, resist the temptation to read them the riot act. \"You're not going to punish, yell, or shame your kid out of vaping,\" Koval says. \u003ca href=\"https://truthinitiative.org/who-we-are/our-team/megan-jacobs\">Megan Jacobs\u003c/a>, managing director of product innovation at Truth Initiative, agrees. \"It is impacting them in physiological ways,\" she says. \"Yelling or saying 'Just stop' isn't a productive way of dealing with an addiction.\"\u003c/p>\n\u003cp>Pearson agrees. \"Immediately going to the condescending side of 'How could you be doing this? This is so bad for you,' what that does is it automatically puts up a wall between the parent and the kid. Then kids are going to see vaping as even more rebellious, because Mom and Dad don't want me to do it.\"\u003c/p>\n\u003cp>Instead, arm teens with information and let them make their own decisions, says Krishnan-Sarin. She says education is a prevention strategy. \"Our approach is, 'Here is the information, and you decide if you want to be using these products.' \" Pearson says that among public health experts, there's a growing understanding that \"when you become very preachy, you automatically lose a big chunk of your audience.\"\u003c/p>\n\u003cp>\u003cstrong>Go easy on yourself: You're not a bad parent if your kid vapes\u003c/strong>\u003c/p>\n\u003cp>Jacobs has had many conversations with parents of teen vapers in the course of building Truth Initiative's programs, and they tell her: \"I really thought I had nicotine-proofed my kids, because I hammered home over and over again, 'Don't smoke, don't smoke, don't smoke.' And they're not smoking — but they're vaping.\"\u003c/p>\n\u003cp>She says she always emphasizes the same message at the end: \"You are not a bad parent if your kid is vaping. You haven't failed them, or yourself. There are ways out of this. People can quit vaping, and there are ways to help your child through it.\"\u003c/p>\n\u003cp>\u003cstrong>Get smart, and get help\u003c/strong>\u003c/p>\n\u003cp>Because vaping is relatively new, there are fewer cessation resources out there than for quitting other types of tobacco, but they do exist. \u003ca href=\"https://www.becomeanex.org/helping-a-child-quit-vaping/\">Become An Ex\u003c/a> is a Truth Initiative resource for parents looking to help their child quit vaping. The program sends customized text messages to help parents understand what their teen is going through emotionally and physiologically, and how they can be supportive. To join, text \"QUIT\" to 202-899-7550.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If your teen vapes, Krishnan-Sarin says to take it as seriously as any other addiction, and be aware of how hard it is to quit. \"Some kids may experience the physiological and psychological symptoms of withdrawal, and might need pharmacological support like nicotine replacement therapy.\" For teen-specific social support, Truth Initiative developed \u003ca href=\"https://truthinitiative.org/research-resources/quitting-smoking-vaping/quitting-e-cigarettes\">This Is Quitting\u003c/a> — a vaping cessation program for young people. To join, text \"DITCHJUUL\" to 88709.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+To+Teens+About+Vaping&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Vape pens are easy to conceal, they're easy to confuse with other electronic gadgets like USB flash drives, and they generally don't leave lingering smells on clothes. All these things make them appealing to underage users, and confounding to parents. Gone are the days when sniffing a teenager's jacket or gym bag counted as passive drug screening. Now if parents want to know if their teens are vaping nicotine or cannabis, their best bet is a good old fashioned conversation.\u003c/p>\n\u003cp>And with news of an outbreak of life-threatening \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/18/760635457/the-vaping-illness-outbreak-what-we-know-so-far\">vaping illness\u003c/a> sweeping the country, and vape use \u003ca href=\"https://www.cdc.gov/vitalsigns/youth-tobacco-use/\">at an all-time high\u003c/a> among teens, the issue feels more urgent than ever. Here's what to say — and not to say — to help your child deal with peer pressure and misinformation, and stay safe.\u003c/p>\n\u003cp>\u003cstrong>Explain the health risks, because some kids really don't know\u003c/strong>\u003c/p>\n\u003cp>Surprisingly, there's a widespread the misconception among teens that vaping is safe. \"Two thirds of kids didn't realize Juul always has nicotine,\" says \u003ca href=\"https://truthinitiative.org/who-we-are/our-team/robin-koval\">Robin Koval\u003c/a>, CEO of Truth Initiative, a public health organization focused on ending tobacco use. \"Many of them started vaping thinking it was just great flavors and water vapor. They certainly didn't sign up to become addicted.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medicine.yale.edu/profile/suchitra_krishnan-sarin/\">Dr. Suchitra Krishnan-Sarin\u003c/a>, a psychiatrist at Yale University, who specializes in teenage substance abuse, says when it comes to some ingredients, \"we don't really know the long term effect on your health.\" She says the advice she gives her own son is: \"Don't put something in your body if you don't know what's in it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It may seem obvious, but make sure your kid understands that vaping comes with health risks. There's even more risk for vape products purchased informally, which could have been adulterated, and for THC-containing products — which the CDC warns people to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/10/03/766997708/cdc-intensifies-warnings-about-vaping-illness-as-cases-top-1-000\">stay away from\u003c/a> altogether until it has a handle on the vaping lung disease outbreak.\u003c/p>\n\u003cp>\u003cstrong>Highlight vaping's ties to Big Tobacco\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bu.edu/sph/profile/elsa-pearson/\">Elsa Pearson\u003c/a>, a policy analyst at Boston University, says that among this generation, smoking is \"a complete faux pas\" but vaping is seen as benign — and cool. \"Kids don't see [vaping] as harmful — they see it as very different from smoking cigarettes,\" Pearson says.\u003c/p>\n\u003cp>She suggests parents flip the script, to portray vaping as a conformist behavior instead of a rebellious one, and explain to kids that vaping companies are \"in cahoots with the cigarette industry. We need to show [kids] that by being 'rebellious' and vaping, they're doing exactly what the industry wants them to do.\"\u003c/p>\n\u003cp>She notes that e-cigarette companies like Juul are now headed up by former cigarette industry executives, and even jointly owned by cigarette companies. \"We need to be telling kids, 'This is just a bunch of old tobacco executives trying to get you hooked,' \" she says.\u003c/p>\n\u003cp>\u003cstrong>Establish open dialogue \u003c/strong>\u003c/p>\n\u003cp>Instead of wagging the finger, invite your kids to ask questions — and ask them questions of your own, to find what what kind of pressure they're experiencing. Koval says this can be a jumping off point for a good conversation. \"Ask,don't tell. 'Is Juuling really popular in your school? How are you feeling about it?' Parents need to understand how much bullying is going on, how much peer pressure is going on.\"\u003c/p>\n\u003cp>\u003cstrong>Help your kid practice saying, \"No\"\u003c/strong>\u003c/p>\n\u003cp>The failures of the D.A.R.E. program are \u003ca href=\"http://content.time.com/time/nation/article/0,8599,99564,00.html\">well documented\u003c/a>, but if you help your kid \"just say no\" in their own words, that's actually a great prevention tactic, according to Jacobs. This means helping kids develop their own script for how they will deal with peer pressure when they inevitably encounter vaping in their peer group. \"You definitely need specific tools, and you need to practice specifically what you will say, if someone offers you a Juul and you don't want to do it,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Teach, don't preach\u003c/strong>\u003c/p>\n\u003cp>If you do find out that your kid has tried vaping, resist the temptation to read them the riot act. \"You're not going to punish, yell, or shame your kid out of vaping,\" Koval says. \u003ca href=\"https://truthinitiative.org/who-we-are/our-team/megan-jacobs\">Megan Jacobs\u003c/a>, managing director of product innovation at Truth Initiative, agrees. \"It is impacting them in physiological ways,\" she says. \"Yelling or saying 'Just stop' isn't a productive way of dealing with an addiction.\"\u003c/p>\n\u003cp>Pearson agrees. \"Immediately going to the condescending side of 'How could you be doing this? This is so bad for you,' what that does is it automatically puts up a wall between the parent and the kid. Then kids are going to see vaping as even more rebellious, because Mom and Dad don't want me to do it.\"\u003c/p>\n\u003cp>Instead, arm teens with information and let them make their own decisions, says Krishnan-Sarin. She says education is a prevention strategy. \"Our approach is, 'Here is the information, and you decide if you want to be using these products.' \" Pearson says that among public health experts, there's a growing understanding that \"when you become very preachy, you automatically lose a big chunk of your audience.\"\u003c/p>\n\u003cp>\u003cstrong>Go easy on yourself: You're not a bad parent if your kid vapes\u003c/strong>\u003c/p>\n\u003cp>Jacobs has had many conversations with parents of teen vapers in the course of building Truth Initiative's programs, and they tell her: \"I really thought I had nicotine-proofed my kids, because I hammered home over and over again, 'Don't smoke, don't smoke, don't smoke.' And they're not smoking — but they're vaping.\"\u003c/p>\n\u003cp>She says she always emphasizes the same message at the end: \"You are not a bad parent if your kid is vaping. You haven't failed them, or yourself. There are ways out of this. People can quit vaping, and there are ways to help your child through it.\"\u003c/p>\n\u003cp>\u003cstrong>Get smart, and get help\u003c/strong>\u003c/p>\n\u003cp>Because vaping is relatively new, there are fewer cessation resources out there than for quitting other types of tobacco, but they do exist. \u003ca href=\"https://www.becomeanex.org/helping-a-child-quit-vaping/\">Become An Ex\u003c/a> is a Truth Initiative resource for parents looking to help their child quit vaping. The program sends customized text messages to help parents understand what their teen is going through emotionally and physiologically, and how they can be supportive. To join, text \"QUIT\" to 202-899-7550.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If your teen vapes, Krishnan-Sarin says to take it as seriously as any other addiction, and be aware of how hard it is to quit. \"Some kids may experience the physiological and psychological symptoms of withdrawal, and might need pharmacological support like nicotine replacement therapy.\" For teen-specific social support, Truth Initiative developed \u003ca href=\"https://truthinitiative.org/research-resources/quitting-smoking-vaping/quitting-e-cigarettes\">This Is Quitting\u003c/a> — a vaping cessation program for young people. To join, text \"DITCHJUUL\" to 88709.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+To+Teens+About+Vaping&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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