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"content": "\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.cdc.gov/healthyyouth/mental-health/index.htm\">\u003cspan style=\"font-weight: 400\">Youth mental health has steadily declined\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the years prior to and following the COVID-19 pandemic. Among the worst affected? Pre-teen boys and teenage girls, according to the August 2024 report, “\u003c/span>\u003ca href=\"https://cesr.usc.edu/documents/A_Nations_Children_at%20Risk_Insights_on_Childrens_Mental_Health_from_The_Understanding_America_Study.pdf\">\u003cspan style=\"font-weight: 400\">A Nation’s Children At Risk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by the Center for Applied Research in Education at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the study, teen girls were more than three times as likely to experience abnormal levels of emotional symptoms compared to the other three groups: pre-teen girls, pre-teen boys and teen boys. The study also found that for the fall 2023 semester, students who were chronically absent from school were also three times more likely to be experiencing mental health issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers asked parents and caregivers questions about their children’s emotional symptoms, behavior, peer relationships, school attendance, grades and wellbeing, among other topics.. However, the study didn’t ask families to report on the causes behind declines in mental health. COVID-19 disruptions and continued academic learning loss have created “tons of pressures for these kids that are different from the pressures that existed before,” said Amie Rapaport, a co-author of the study and research scientist at USC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to note that mental health among certain groups is declining more rapidly than other groups, but equally as important to “understand the causes are likely to be different for individual children,” said Morgan Polikoff, a co-author of the study and professor of education at USC. “We don’t want to imply that it’s one or two things that’s causing this crisis…it’s multifaceted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers and advocates pointed to school-based mental health services and student-led advocacy programs, like \u003c/span>\u003ca href=\"https://www.nami.org/your-journey/kids-teens-and-young-adults/youth-and-young-adult-resources/back-to-school-resources/\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the \u003c/span>\u003ca href=\"https://www.nami.org/\">\u003cspan style=\"font-weight: 400\">National Alliance on Mental Illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAMI) and the \u003c/span>\u003ca href=\"https://www.youthmentalhealthcorps.org/\">\u003cspan style=\"font-weight: 400\">Youth Mental Health Corps initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some of the ways to help students experiencing mental health challenges.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What the numbers tell us\u003c/b>\u003c/h2>\n\u003cp>\u003cb>1. Pre-teen boys scored high for negative behavioral health issues.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">Pre-teen boys\u003c/a> showed the greatest struggle with conduct problems – such as cheating, fighting and stealing – and hyperactive and inattentive behaviors in the last six months of 2023. According to the study, 24% of pre-teen boys experienced mental health issues related to hyperactive and inattentive behaviors, while they also scored high on conduct issues, when compared to the other groups surveyed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Teenage girls scored highest for emotional symptoms tied to poor mental health.\u003c/b>\u003c/p>\n\u003cp>Teenage girls were found to have higher levels of negative mental health outcomes in many areas, but the highest were in emotional symptoms, which the study defined as “depressive behaviors, anxiety, nerves, fears and internalizing symptoms of those emotions,” such as stomach aches and headaches. Teen girls were also the most likely demographic to be struggling in multiple areas, according to the report.\u003c/p>\n\u003cp>\u003cb>3. The mental health services schools say they offer and what parents report being available don’t match.\u003c/b>\u003c/p>\n\u003cp>According to Rapaport, there is also a discrepancy between what parents said was available in their children’s schools and what \u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">schools report nationally\u003c/a> as being available. The study defined mental health supports as “counseling therapy guidance, counseling, case management support programs based on specific needs.”\u003c/p>\n\u003cp>“I suspect that there’s a lack of awareness of services in some of the districts [or] maybe the services are in the schools, but there’s a waiting list and the parent can’t get their child in,” Rapaport said.\u003c/p>\n\u003cp>\u003cb>4. The kids who need the most in-school mental health support have the least access to it.\u003c/b>\u003c/p>\n\u003cp>Families with the lowest incomes reported the lowest numbers of in-school mental health supports, while families with the highest incomes reported the highest numbers. However, when asked, only 11% of families with the highest income said that their children used the mental health supports provided in school. Conversely, over 50% of families with the lowest incomes reported that their children used in-school mental health services. “It is unlikely that this pattern reflects a difference in need; it is more likely that highest-income families are seeking services outside school,” the report said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than one third of Black families reported that their school had mental health supports for students, but more than one half of white families reported availability of mental health services in their schools. A deeper dive into barriers to mental health services at the local level is needed, Rapaport said. “What one district is struggling with might not be the same as what another district or school is struggling with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental health support services in school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polikoff pointed to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64582/how-can-the-community-school-model-support-newcomer-education\">\u003cspan style=\"font-weight: 400\">school-based mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an important part of addressing youth mental health needs, especially for families with limited resources. Because young people spend most of their day in school, “it makes sense to have resources there, especially when parents have so many other stressors, things that they’re worried about and trying to do,” said Kelly Davis, the vice president of \u003c/span>\u003ca href=\"https://mhanational.org/young-leaders/about\">\u003cspan style=\"font-weight: 400\">Peer and Youth Advocacy at Mental Health America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MHA), which provides programming to help young people advocate for their and their peers’ mental health. “We know mental health services are incredibly expensive,” said Davis, who looks at mental health services in school as an issue of equity.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youthmentalhealthcorps.org/\">\u003cspan style=\"font-weight: 400\">Youth Mental Health Corps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public-private collaboration between AmeriCorps and several other organizations, \u003c/span>\u003ca href=\"https://americorps.gov/newsroom/press-release/eleven-states-launch-new-initiative-address-americas-youth-mental-health\">\u003cspan style=\"font-weight: 400\">launched earlier this year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a plan to train 18- to 24-year-olds to provide mental health services to young people in areas with shortages of mental health professionals.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onestarfoundation.org/texas-youth-mental-health-corps/\">\u003cspan style=\"font-weight: 400\">The OneStar Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-profit that partners with AmeriCorps, has helped to bring 80 Youth Mental Health Corps members to schools throughout Texas, one of four states to adopt the program for the 2024-2025 school year. According to Jaclyn Kolar, OneStar’s director of national service, one of the goals is to prevent dropouts by addressing students’ mental health needs.The Youth Mental Health Corps in Texas offer weekly one-on-one and small group sessions to economically disadvantaged students. These in-school sessions help students learn \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58544/before-kids-emotions-run-high-practice-these-steps-during-calmer-times\">\u003cspan style=\"font-weight: 400\">coping strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, build self-esteem and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students\">\u003cspan style=\"font-weight: 400\">practice goal-setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Kolar. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teens finding solutions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rishika Rohatgi, the report’s findings are familiar. During the COVID-19 pandemic, Rohatgi noticed the increased loneliness and isolation among her peers, on top of the academic, extracurricular and social pressures they were already experiencing as teenagers. So she and a friend started a mental health awareness club at their high school. After they participated in their school’s activity fair, 50 students joined. “We saw such a positive reaction almost immediately,” said Rohatgi, a former \u003c/span>\u003ca href=\"https://www.nami.org/about-nami/who-we-are/meet-nami-next-gen/\">\u003cspan style=\"font-weight: 400\">NAMI Next Gen Advisor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While no professional mental health services were offered through the club, it created a space for an open-ended dialogue between students. “Students really need advocacy that is for students and by students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rohatgi highlighted the importance of creativity when approaching students about mental health difficulties. For example, on Valentine’s Day, students in her club decided to write love letters to themselves “to highlight the traits of themselves that they loved.” Rohatgi’s club often found success with activities, like the love letters, that “boost mental wellness, but don’t explicitly say that they’re boosting mental wellness,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our club was not therapy,” Rohatgi emphasized, “but we found that when students were helping others with their mental health, they were talking about how that in itself was helping their mental health as well.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.cdc.gov/healthyyouth/mental-health/index.htm\">\u003cspan style=\"font-weight: 400\">Youth mental health has steadily declined\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the years prior to and following the COVID-19 pandemic. Among the worst affected? Pre-teen boys and teenage girls, according to the August 2024 report, “\u003c/span>\u003ca href=\"https://cesr.usc.edu/documents/A_Nations_Children_at%20Risk_Insights_on_Childrens_Mental_Health_from_The_Understanding_America_Study.pdf\">\u003cspan style=\"font-weight: 400\">A Nation’s Children At Risk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by the Center for Applied Research in Education at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the study, teen girls were more than three times as likely to experience abnormal levels of emotional symptoms compared to the other three groups: pre-teen girls, pre-teen boys and teen boys. The study also found that for the fall 2023 semester, students who were chronically absent from school were also three times more likely to be experiencing mental health issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers asked parents and caregivers questions about their children’s emotional symptoms, behavior, peer relationships, school attendance, grades and wellbeing, among other topics.. However, the study didn’t ask families to report on the causes behind declines in mental health. COVID-19 disruptions and continued academic learning loss have created “tons of pressures for these kids that are different from the pressures that existed before,” said Amie Rapaport, a co-author of the study and research scientist at USC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to note that mental health among certain groups is declining more rapidly than other groups, but equally as important to “understand the causes are likely to be different for individual children,” said Morgan Polikoff, a co-author of the study and professor of education at USC. “We don’t want to imply that it’s one or two things that’s causing this crisis…it’s multifaceted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers and advocates pointed to school-based mental health services and student-led advocacy programs, like \u003c/span>\u003ca href=\"https://www.nami.org/your-journey/kids-teens-and-young-adults/youth-and-young-adult-resources/back-to-school-resources/\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the \u003c/span>\u003ca href=\"https://www.nami.org/\">\u003cspan style=\"font-weight: 400\">National Alliance on Mental Illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAMI) and the \u003c/span>\u003ca href=\"https://www.youthmentalhealthcorps.org/\">\u003cspan style=\"font-weight: 400\">Youth Mental Health Corps initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some of the ways to help students experiencing mental health challenges.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What the numbers tell us\u003c/b>\u003c/h2>\n\u003cp>\u003cb>1. Pre-teen boys scored high for negative behavioral health issues.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">Pre-teen boys\u003c/a> showed the greatest struggle with conduct problems – such as cheating, fighting and stealing – and hyperactive and inattentive behaviors in the last six months of 2023. According to the study, 24% of pre-teen boys experienced mental health issues related to hyperactive and inattentive behaviors, while they also scored high on conduct issues, when compared to the other groups surveyed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Teenage girls scored highest for emotional symptoms tied to poor mental health.\u003c/b>\u003c/p>\n\u003cp>Teenage girls were found to have higher levels of negative mental health outcomes in many areas, but the highest were in emotional symptoms, which the study defined as “depressive behaviors, anxiety, nerves, fears and internalizing symptoms of those emotions,” such as stomach aches and headaches. Teen girls were also the most likely demographic to be struggling in multiple areas, according to the report.\u003c/p>\n\u003cp>\u003cb>3. The mental health services schools say they offer and what parents report being available don’t match.\u003c/b>\u003c/p>\n\u003cp>According to Rapaport, there is also a discrepancy between what parents said was available in their children’s schools and what \u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">schools report nationally\u003c/a> as being available. The study defined mental health supports as “counseling therapy guidance, counseling, case management support programs based on specific needs.”\u003c/p>\n\u003cp>“I suspect that there’s a lack of awareness of services in some of the districts [or] maybe the services are in the schools, but there’s a waiting list and the parent can’t get their child in,” Rapaport said.\u003c/p>\n\u003cp>\u003cb>4. The kids who need the most in-school mental health support have the least access to it.\u003c/b>\u003c/p>\n\u003cp>Families with the lowest incomes reported the lowest numbers of in-school mental health supports, while families with the highest incomes reported the highest numbers. However, when asked, only 11% of families with the highest income said that their children used the mental health supports provided in school. Conversely, over 50% of families with the lowest incomes reported that their children used in-school mental health services. “It is unlikely that this pattern reflects a difference in need; it is more likely that highest-income families are seeking services outside school,” the report said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than one third of Black families reported that their school had mental health supports for students, but more than one half of white families reported availability of mental health services in their schools. A deeper dive into barriers to mental health services at the local level is needed, Rapaport said. “What one district is struggling with might not be the same as what another district or school is struggling with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental health support services in school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polikoff pointed to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64582/how-can-the-community-school-model-support-newcomer-education\">\u003cspan style=\"font-weight: 400\">school-based mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an important part of addressing youth mental health needs, especially for families with limited resources. Because young people spend most of their day in school, “it makes sense to have resources there, especially when parents have so many other stressors, things that they’re worried about and trying to do,” said Kelly Davis, the vice president of \u003c/span>\u003ca href=\"https://mhanational.org/young-leaders/about\">\u003cspan style=\"font-weight: 400\">Peer and Youth Advocacy at Mental Health America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MHA), which provides programming to help young people advocate for their and their peers’ mental health. “We know mental health services are incredibly expensive,” said Davis, who looks at mental health services in school as an issue of equity.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youthmentalhealthcorps.org/\">\u003cspan style=\"font-weight: 400\">Youth Mental Health Corps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public-private collaboration between AmeriCorps and several other organizations, \u003c/span>\u003ca href=\"https://americorps.gov/newsroom/press-release/eleven-states-launch-new-initiative-address-americas-youth-mental-health\">\u003cspan style=\"font-weight: 400\">launched earlier this year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a plan to train 18- to 24-year-olds to provide mental health services to young people in areas with shortages of mental health professionals.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onestarfoundation.org/texas-youth-mental-health-corps/\">\u003cspan style=\"font-weight: 400\">The OneStar Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-profit that partners with AmeriCorps, has helped to bring 80 Youth Mental Health Corps members to schools throughout Texas, one of four states to adopt the program for the 2024-2025 school year. According to Jaclyn Kolar, OneStar’s director of national service, one of the goals is to prevent dropouts by addressing students’ mental health needs.The Youth Mental Health Corps in Texas offer weekly one-on-one and small group sessions to economically disadvantaged students. These in-school sessions help students learn \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58544/before-kids-emotions-run-high-practice-these-steps-during-calmer-times\">\u003cspan style=\"font-weight: 400\">coping strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, build self-esteem and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students\">\u003cspan style=\"font-weight: 400\">practice goal-setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Kolar. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teens finding solutions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rishika Rohatgi, the report’s findings are familiar. During the COVID-19 pandemic, Rohatgi noticed the increased loneliness and isolation among her peers, on top of the academic, extracurricular and social pressures they were already experiencing as teenagers. So she and a friend started a mental health awareness club at their high school. After they participated in their school’s activity fair, 50 students joined. “We saw such a positive reaction almost immediately,” said Rohatgi, a former \u003c/span>\u003ca href=\"https://www.nami.org/about-nami/who-we-are/meet-nami-next-gen/\">\u003cspan style=\"font-weight: 400\">NAMI Next Gen Advisor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While no professional mental health services were offered through the club, it created a space for an open-ended dialogue between students. “Students really need advocacy that is for students and by students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rohatgi highlighted the importance of creativity when approaching students about mental health difficulties. For example, on Valentine’s Day, students in her club decided to write love letters to themselves “to highlight the traits of themselves that they loved.” Rohatgi’s club often found success with activities, like the love letters, that “boost mental wellness, but don’t explicitly say that they’re boosting mental wellness,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our club was not therapy,” Rohatgi emphasized, “but we found that when students were helping others with their mental health, they were talking about how that in itself was helping their mental health as well.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Listening to Black Girls to Cultivate Belonging in Middle and High School",
"headTitle": "Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED",
"content": "\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n",
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"excerpt": "In surveys, Black girls in grades six to 12 said that seeing friends at school, teachers knowing their names, and getting opportunities to help peers contributed to their sense of belonging.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last fall one of \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond\">\u003cspan style=\"font-weight: 400\">Chanea Bond\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s ninth grade students told her that he was going to “SOB” next semester. She was confused. A quick Google search didn’t yield a definition that made sense to Bond. So, she asked her student to clarify. The answer? He was going to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/12/04/standing-on-business-meaning/71803593007/\">\u003cspan style=\"font-weight: 400\">‘stand on business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’ a slang term used to express a person’s promise to take care of their responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Bond, who teaches in North Texas, created a lesson plan around the phrase “standing on business” to teach about connotation and prepositional phrases. By involving language that students use every day to learn new concepts in the classroom, “I position them as the experts in that language,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond’s response to her students’ language contrasts with the \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">restrictive approach\u003c/a> that’s recently been a recent hot topic among educators on social media. Last month, a list of “prohibited language” from an anonymous educator was \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond/status/1744059371854696576\">\u003cspan style=\"font-weight: 400\">shared and reshared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on X, sparking \u003c/span>\u003ca href=\"https://twitter.com/MattRKay/status/1745109113762202074\">\u003cspan style=\"font-weight: 400\">comments and criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many of the terms and phrases on the list are rooted in African American Vernacular English or AAVE, popularized by Gen Z on TikTok and other digital platforms.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/heymrsbond/status/1744059371854696576\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of prohibiting language, Bond and \u003c/span>\u003ca href=\"https://twitter.com/MattRKay\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Philadelphia, use inclusive and culturally responsive practices to connect with and learn from students – in both formal lesson plans and casual conversations. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MattRKay/status/1745109113762202074\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall one of \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond\">\u003cspan style=\"font-weight: 400\">Chanea Bond\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s ninth grade students told her that he was going to “SOB” next semester. She was confused. A quick Google search didn’t yield a definition that made sense to Bond. So, she asked her student to clarify. The answer? He was going to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/12/04/standing-on-business-meaning/71803593007/\">\u003cspan style=\"font-weight: 400\">‘stand on business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’ a slang term used to express a person’s promise to take care of their responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Bond, who teaches in North Texas, created a lesson plan around the phrase “standing on business” to teach about connotation and prepositional phrases. By involving language that students use every day to learn new concepts in the classroom, “I position them as the experts in that language,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond’s response to her students’ language contrasts with the \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">restrictive approach\u003c/a> that’s recently been a recent hot topic among educators on social media. Last month, a list of “prohibited language” from an anonymous educator was \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond/status/1744059371854696576\">\u003cspan style=\"font-weight: 400\">shared and reshared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on X, sparking \u003c/span>\u003ca href=\"https://twitter.com/MattRKay/status/1745109113762202074\">\u003cspan style=\"font-weight: 400\">comments and criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many of the terms and phrases on the list are rooted in African American Vernacular English or AAVE, popularized by Gen Z on TikTok and other digital platforms.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of prohibiting language, Bond and \u003c/span>\u003ca href=\"https://twitter.com/MattRKay\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Philadelphia, use inclusive and culturally responsive practices to connect with and learn from students – in both formal lesson plans and casual conversations. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "overscheduling-kids-lives-causes-depression-and-anxiety-study-finds",
"title": "Overscheduling Kids’ Lives Causes Depression and Anxiety, Study Finds",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How do you discipline an in-school overdose? In some districts, you don't",
"headTitle": "How do you discipline an in-school overdose? In some districts, you don’t | KQED",
"content": "\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"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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"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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"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.",
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"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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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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