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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","blocks":[],"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.","status":"publish","parent":0,"modified":1712330255,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1517},"headData":{"title":"Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED","description":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Listening to Black Girls to Cultivate Belonging in Middle and High School","datePublished":"2024-02-21T11:00:49.000Z","dateModified":"2024-04-05T15:17:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","authors":["11759"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_21579","mindshift_193","mindshift_20874"],"tags":["mindshift_21093","mindshift_21322","mindshift_21250","mindshift_21342","mindshift_21455","mindshift_21473","mindshift_21015"],"featImg":"mindshift_63225","label":"mindshift"},"mindshift_63106":{"type":"posts","id":"mindshift_63106","meta":{"index":"posts_1591205157","site":"mindshift","id":"63106","score":null,"sort":[1707703259000]},"guestAuthors":[],"slug":"learning-from-student-language-instead-of-prohibiting-it","title":"Learning from student language — instead of prohibiting it","publishDate":1707703259,"format":"standard","headTitle":"Learning from student language — instead of prohibiting it | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","status":"publish","parent":0,"modified":1708465518,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1460},"headData":{"title":"Learning from student language — instead of prohibiting it | KQED","description":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning from student language — instead of prohibiting it","datePublished":"2024-02-12T02:00:59.000Z","dateModified":"2024-02-20T21:45:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1744059371854696576"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1745109113762202074"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it","authors":["11759"],"categories":["mindshift_21445","mindshift_21512","mindshift_194","mindshift_193","mindshift_20874"],"tags":["mindshift_21015","mindshift_20803","mindshift_20779"],"featImg":"mindshift_63114","label":"mindshift"},"mindshift_63052":{"type":"posts","id":"mindshift_63052","meta":{"index":"posts_1591205157","site":"mindshift","id":"63052","score":null,"sort":[1707130837000]},"guestAuthors":[],"slug":"overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","title":"Overscheduling kids’ lives causes depression and anxiety, study finds","publishDate":1707130837,"format":"standard","headTitle":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Overscheduling kids’ lives causes depression and anxiety, study finds","datePublished":"2024-02-05T11:00:37.000Z","dateModified":"2024-02-02T19:05:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62863":{"type":"posts","id":"mindshift_62863","meta":{"index":"posts_1591205157","site":"mindshift","id":"62863","score":null,"sort":[1702648854000]},"guestAuthors":[],"slug":"how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","title":"How do you discipline an in-school overdose? In some districts, you don't","publishDate":1702648854,"format":"standard","headTitle":"How do you discipline an in-school overdose? In some districts, you don’t | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Amid the rise in teen opioid overdoses, school systems from California to Maryland are changing their approach: Instead of zero tolerance, they're turning to rehabilitation. ","status":"publish","parent":0,"modified":1702671793,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1158},"headData":{"title":"How do you discipline an in-school overdose? In some districts, you don't | KQED","description":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How do you discipline an in-school overdose? In some districts, you don't","datePublished":"2023-12-15T14:00:54.000Z","dateModified":"2023-12-15T20:23:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Photo illustration by LA Johnson","nprByline":"Sequoia Carrillo","nprImageAgency":"Getty Images/NPR","nprStoryId":"1219286465","nprApiLink":"http://api.npr.org/query?id=1219286465&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/15/1219286465/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont?ft=nprml&f=1219286465","nprRetrievedStory":"1","nprPubDate":"Fri, 15 Dec 2023 08:19:00 -0500","nprStoryDate":"Fri, 15 Dec 2023 05:00:43 -0500","nprLastModifiedDate":"Fri, 15 Dec 2023 08:19:16 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","authors":["byline_mindshift_62863"],"categories":["mindshift_192","mindshift_194","mindshift_21280","mindshift_20874"],"tags":["mindshift_21581","mindshift_21872","mindshift_21783","mindshift_21780","mindshift_20559","mindshift_21782","mindshift_21035"],"featImg":"mindshift_62864","label":"mindshift"},"mindshift_62597":{"type":"posts","id":"mindshift_62597","meta":{"index":"posts_1591205157","site":"mindshift","id":"62597","score":null,"sort":[1697311842000]},"guestAuthors":[],"slug":"curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","publishDate":1697311842,"format":"standard","headTitle":"‘Curlfriends: New In Town’ reminds us that there can be positives of middle school | KQED","labelTerm":{"site":"mindshift"},"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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/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","blocks":[],"excerpt":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities and excitements interwoven within the challenging years of early adolescence.","status":"publish","parent":0,"modified":1697486017,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":921},"headData":{"title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school | KQED","description":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","datePublished":"2023-10-14T19:30:42.000Z","dateModified":"2023-10-16T19:53:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Tahneer Oksman","nprImageAgency":"Little, Brown Ink ","nprStoryId":"1205699948","nprApiLink":"http://api.npr.org/query?id=1205699948&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/13/1205699948/book-review-curlfriends-new-in-town-by-sharee-miller?ft=nprml&f=1205699948","nprRetrievedStory":"1","nprPubDate":"Fri, 13 Oct 2023 11:49:00 -0400","nprStoryDate":"Fri, 13 Oct 2023 11:41:00 -0400","nprLastModifiedDate":"Fri, 13 Oct 2023 11:49:39 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","authors":["byline_mindshift_62597"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_20997","mindshift_21473","mindshift_21392","mindshift_145","mindshift_550"],"featImg":"mindshift_62599","label":"mindshift"},"mindshift_62163":{"type":"posts","id":"mindshift_62163","meta":{"index":"posts_1591205157","site":"mindshift","id":"62163","score":null,"sort":[1692095441000]},"guestAuthors":[],"slug":"are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","title":"Are dress codes fair? How one middle school transformed its rules for what students wear","publishDate":1692095441,"format":"audio","headTitle":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \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\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1706031517,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are dress codes fair? How one middle school transformed its rules for what students wear","datePublished":"2023-08-15T10:30:41.000Z","dateModified":"2024-01-23T17:38:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \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\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_62004":{"type":"posts","id":"mindshift_62004","meta":{"index":"posts_1591205157","site":"mindshift","id":"62004","score":null,"sort":[1689282003000]},"guestAuthors":[],"slug":"so-your-tween-wants-a-smartphone-read-this-first","title":"So your tween wants a smartphone? Read this first","publishDate":1689282003,"format":"standard","headTitle":"So your tween wants a smartphone? Read this first | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\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=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","status":"publish","parent":0,"modified":1689282003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2147},"headData":{"title":"So your tween wants a smartphone? Read this first | KQED","description":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","schema":{"@context":"http://schema.org","@type":"Article","headline":"So your tween wants a smartphone? Read this first","datePublished":"2023-07-13T21:00:03.000Z","dateModified":"2023-07-13T21:00:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Elva Etienne","nprByline":"Michaeleen Doucleff","nprImageAgency":"Getty Images","nprStoryId":"1187130983","nprApiLink":"http://api.npr.org/query?id=1187130983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives?ft=nprml&f=1187130983","nprRetrievedStory":"1","nprPubDate":"Wed, 12 Jul 2023 19:02:00 -0400","nprStoryDate":"Wed, 12 Jul 2023 11:57:26 -0400","nprLastModifiedDate":"Wed, 12 Jul 2023 19:02:14 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","nprAudioM3u":"http://api.npr.org/m3u/11187354682-3a9793.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\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=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","authors":["byline_mindshift_62004"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_866","mindshift_822","mindshift_691","mindshift_21473","mindshift_145","mindshift_20568","mindshift_290","mindshift_20816","mindshift_393","mindshift_30","mindshift_21680"],"featImg":"mindshift_62005","label":"mindshift"},"mindshift_61877":{"type":"posts","id":"mindshift_61877","meta":{"index":"posts_1591205157","site":"mindshift","id":"61877","score":null,"sort":[1687360824000]},"guestAuthors":[],"slug":"a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education","publishDate":1687360824,"format":"standard","headTitle":"A Mississippi teen’s podcast unpacks how the Jackson water crisis impacts education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital 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=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","status":"publish","parent":0,"modified":1690807817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1284},"headData":{"title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education | KQED","description":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education","datePublished":"2023-06-21T15:20:24.000Z","dateModified":"2023-07-31T12:50:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cory Turner, Lauren Migaki, Janet W. Lee","nprImageAgency":"Imani Khayyam for NPR","nprStoryId":"1181726312","nprApiLink":"http://api.npr.org/query?id=1181726312&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner?ft=nprml&f=1181726312","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Jun 2023 10:34:00 -0400","nprStoryDate":"Wed, 21 Jun 2023 10:33:00 -0400","nprLastModifiedDate":"Wed, 21 Jun 2023 10:34:05 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital 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=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","authors":["byline_mindshift_61877"],"categories":["mindshift_21445","mindshift_21508","mindshift_20579","mindshift_195","mindshift_20874"],"tags":["mindshift_21124","mindshift_146","mindshift_21683","mindshift_21575","mindshift_74","mindshift_21685","mindshift_21684"],"featImg":"mindshift_61878","label":"mindshift"},"mindshift_61739":{"type":"posts","id":"mindshift_61739","meta":{"index":"posts_1591205157","site":"mindshift","id":"61739","score":null,"sort":[1686013207000]},"guestAuthors":[],"slug":"when-should-you-let-your-kid-quit","title":"When Should You Let Your Kid Quit?","publishDate":1686013207,"format":"standard","headTitle":"When Should You Let Your Kid Quit? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">It’s late September, and your teenage daughter won’t stop moaning about soccer. A natural athlete, she has always been one of the best on the field. But the sport feels different now that she’s in high school; she’s not scoring like she used to and hasn’t connected with the coach. Whether she has plateaued as a player, her teammates have stepped it up, or she’s simply tired of the sport, the game doesn’t bring her the joy it once did. It’s mid-season and she’s aching to quit. What should you do?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/annieduke\" target=\"_blank\" rel=\"noopener\">Annie Duke\u003c/a> is a retired professional poker player and an expert on decision making, and she has some thoughts. In her new book, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/692752/quit-by-annie-duke/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Quit: The Power of Knowing When to Walk Away\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise. Figuring out when to give up one pursuit and take on another is an essential but neglected skill that adults would do well to learn – and then teach to their teenagers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Quit is a four-letter word, but it shouldn’t be a dirty one,” Duke told me. Clinging to something that’s unlikely to turn out well gets in the way of engaging in another activity that’s more apt to. “Success does not lie in sticking to things,” Duke writes. “It lies in picking the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> thing to stick to and quitting the rest.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to understand the expected value of carrying on. If the expected value is high, then it’s smart to keep going. If persevering will help you gain ground toward your goal, then it’s smart to keep going. But if what’s to come looks bleak, it’s wiser to quit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sounds simple. But cognitive biases and hangups cloud decisions. One of the first obstacles is a reflexive negativity toward the idea of stopping something. Sloganeering about resilience and grit – “winners never quit and quitters never win,” for example – turn what should be rational decision making into a test of character. If we think of quitters as losers, we’ll err on the side of sticking with something that ought to be abandoned. Quitting also evokes a distressing sense of uncertainty, because giving up an endeavor before the outcome is clear precludes ever knowing what might have happened if one had carried on to the bitter end. Several subterranean cognitive biases also compel us to cling to the status quo, even when changing course makes better sense, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the sunk cost fallacy – “I can’t give up now after putting in so much time”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the endowment effect – “I own this, so it’s more valuable”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the omission-commission bias – It’s considered worse to commit a mistake than simply to allow an error to happen.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Duke recommends deploying several tools to help override these powerful biases. Help your teenager understand the overarching goal, and then to consider the various paths to getting there. Once she has chosen it, encourage her to create “kill criteria” – a list of signals that, if she sees them, will indicate that it’s time to quit, because the chances of an undesirable outcome are too high. A good way to come up with these criteria is to imagine what an unhappy future would look like. Reflecting on possible, future bad outcomes will help her develop useful criteria for knowing when to quit. What would she have been blind to that should have told her to leave? Duke also advises coming up with a “state and date” to force a deadline onto the decision. As she puts it, “If I haven’t done X by Y (time), I’ll quit.” “If we write the kill criteria down in advance, we will pay more attention to these things,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most everyone struggles to see long-term benefits. We’re all more apt to focus on the short-term advantages or costs, Duke pointed out. But this is especially so for teenagers, who generally are more impulsive and lack the experience to see a future advantage to sticking it out. Getting kids to focus on the future will help them evaluate the decision to stick or quit more clearly. In the end, that decision is not about what it feels like right now, but rather what the long-term costs and benefits are of staying the course or walking away. As important, parents need to talk to their kids about what will replace the abandoned activity. Quitting one thing allows for a shift to something that might move them closer to their goal. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now consider your daughter, the freshman soccer player. Since she has only six weeks remaining, you – her quit/stick coaches – encourage her to stay with it for now. You also ask her to imagine what it would look like, in six weeks, if she fell back in love with the sport. What signals would suggest that the game is for her? Maybe it’s being aggressive on the field, or clicking with her teammates, or feeling excited about practice. Now, ask her to imagine an alternate future scenario, one in which she realizes that the game is no longer for her. What signals would lead to this decision? Perhaps she still loathes practice, or languishes on the field, or feels alienated from her peers. With these two possible outcomes in mind, you encourage her to make a plan for how to achieve the happy version of the story; it’s important for all kids to realize that they have agency, and some power to shape their future. When the season ends after six weeks – the deadline for her quitting decision – she’ll return to the kill criteria to see if they’ve been met. If they have, she’ll quit the sport entirely – but not without a plan for what to do next fall instead of playing soccer.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In her new book, Quit: The Power of Knowing When to Walk Away, retired professional poker player Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise.","status":"publish","parent":0,"modified":1713291179,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1066},"headData":{"title":"When Should You Let Your Kid Quit? | KQED","description":"Retired pro poker player Annie Duke shares decision-making strategies that can help you and your child determine when to quit an activity or stick with it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Retired pro poker player Annie Duke shares decision-making strategies that can help you and your child determine when to quit an activity or stick with it.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Should You Let Your Kid Quit?","datePublished":"2023-06-06T01:00:07.000Z","dateModified":"2024-04-16T18:12:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61739/when-should-you-let-your-kid-quit","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s late September, and your teenage daughter won’t stop moaning about soccer. A natural athlete, she has always been one of the best on the field. But the sport feels different now that she’s in high school; she’s not scoring like she used to and hasn’t connected with the coach. Whether she has plateaued as a player, her teammates have stepped it up, or she’s simply tired of the sport, the game doesn’t bring her the joy it once did. It’s mid-season and she’s aching to quit. What should you do?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/annieduke\" target=\"_blank\" rel=\"noopener\">Annie Duke\u003c/a> is a retired professional poker player and an expert on decision making, and she has some thoughts. In her new book, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/692752/quit-by-annie-duke/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Quit: The Power of Knowing When to Walk Away\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise. Figuring out when to give up one pursuit and take on another is an essential but neglected skill that adults would do well to learn – and then teach to their teenagers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Quit is a four-letter word, but it shouldn’t be a dirty one,” Duke told me. Clinging to something that’s unlikely to turn out well gets in the way of engaging in another activity that’s more apt to. “Success does not lie in sticking to things,” Duke writes. “It lies in picking the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> thing to stick to and quitting the rest.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to understand the expected value of carrying on. If the expected value is high, then it’s smart to keep going. If persevering will help you gain ground toward your goal, then it’s smart to keep going. But if what’s to come looks bleak, it’s wiser to quit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sounds simple. But cognitive biases and hangups cloud decisions. One of the first obstacles is a reflexive negativity toward the idea of stopping something. Sloganeering about resilience and grit – “winners never quit and quitters never win,” for example – turn what should be rational decision making into a test of character. If we think of quitters as losers, we’ll err on the side of sticking with something that ought to be abandoned. Quitting also evokes a distressing sense of uncertainty, because giving up an endeavor before the outcome is clear precludes ever knowing what might have happened if one had carried on to the bitter end. Several subterranean cognitive biases also compel us to cling to the status quo, even when changing course makes better sense, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the sunk cost fallacy – “I can’t give up now after putting in so much time”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the endowment effect – “I own this, so it’s more valuable”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the omission-commission bias – It’s considered worse to commit a mistake than simply to allow an error to happen.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Duke recommends deploying several tools to help override these powerful biases. Help your teenager understand the overarching goal, and then to consider the various paths to getting there. Once she has chosen it, encourage her to create “kill criteria” – a list of signals that, if she sees them, will indicate that it’s time to quit, because the chances of an undesirable outcome are too high. A good way to come up with these criteria is to imagine what an unhappy future would look like. Reflecting on possible, future bad outcomes will help her develop useful criteria for knowing when to quit. What would she have been blind to that should have told her to leave? Duke also advises coming up with a “state and date” to force a deadline onto the decision. As she puts it, “If I haven’t done X by Y (time), I’ll quit.” “If we write the kill criteria down in advance, we will pay more attention to these things,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most everyone struggles to see long-term benefits. We’re all more apt to focus on the short-term advantages or costs, Duke pointed out. But this is especially so for teenagers, who generally are more impulsive and lack the experience to see a future advantage to sticking it out. Getting kids to focus on the future will help them evaluate the decision to stick or quit more clearly. In the end, that decision is not about what it feels like right now, but rather what the long-term costs and benefits are of staying the course or walking away. As important, parents need to talk to their kids about what will replace the abandoned activity. Quitting one thing allows for a shift to something that might move them closer to their goal. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now consider your daughter, the freshman soccer player. Since she has only six weeks remaining, you – her quit/stick coaches – encourage her to stay with it for now. You also ask her to imagine what it would look like, in six weeks, if she fell back in love with the sport. What signals would suggest that the game is for her? Maybe it’s being aggressive on the field, or clicking with her teammates, or feeling excited about practice. Now, ask her to imagine an alternate future scenario, one in which she realizes that the game is no longer for her. What signals would lead to this decision? Perhaps she still loathes practice, or languishes on the field, or feels alienated from her peers. With these two possible outcomes in mind, you encourage her to make a plan for how to achieve the happy version of the story; it’s important for all kids to realize that they have agency, and some power to shape their future. When the season ends after six weeks – the deadline for her quitting decision – she’ll return to the kill criteria to see if they’ve been met. If they have, she’ll quit the sport entirely – but not without a plan for what to do next fall instead of playing soccer.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61739/when-should-you-let-your-kid-quit","authors":["4613"],"categories":["mindshift_21445","mindshift_194","mindshift_21385","mindshift_20874"],"tags":["mindshift_21643","mindshift_21645","mindshift_20869","mindshift_945","mindshift_21648","mindshift_21646","mindshift_20568","mindshift_21649","mindshift_21652","mindshift_21644","mindshift_21650","mindshift_21647","mindshift_21651"],"featImg":"mindshift_61741","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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