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"content": "\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63953148&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/761469217:761469219\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-teaching-six-year-olds-about-privilege-and-power\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>On a sunny day in April, I drove to \u003ca href=\"https://www.headroyce.org/\">Head-Royce School\u003c/a> in the hills of Oakland, California, to join circle time in \u003ca href=\"https://twitter.com/bretjturner?lang=en\">Bret Turner\u003c/a>’s first-grade classroom. I had asked Turner if I could sit in on some lessons after reading \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">an article\u003c/a> he wrote describing how he teaches about some surprising topics — like race and class — in an elementary school classroom. I wanted to see what that looked like and what kind of conversations first-graders at this private school would have around such complicated and fraught topics.\u003c/p>\n\u003cp>After students sang a song to welcome each other to a new day of learning, went over the schedule and played a quick movement game, Turner settled his 6-year-olds on the rug for a discussion about homelessness.\u003c/p>\n\u003cp>The class had been studying homelessness for weeks and was preparing to present what they learned to parents in an upcoming performance. In this lesson, Turner wanted to talk about a statistic some of the students discovered when doing internet research about homelessness in Alameda County, where their school is located. Students found that a disproportionate number of the county’s homeless population is African American. Rather than skipping over this factoid, Turner leaned into it.\u003c/p>\n\u003cp>“What do we know about what causes homelessness? What causes people to be pushed down rather than lifted up?” Turner asked the class. “Because when I see that half of homeless people in Alameda County are black, that doesn’t make sense to me when I first look at it. It doesn’t seem fair to me. And then I start to think there must be some reasons. What are some of those reasons?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It was clear his students were used to this type of question. They immediately started throwing out ideas.\u003c/p>\n\u003cp>“I think why African American people end up on the street is because they lose jobs because people were treating them badly, and then they end up on the street with no home,” said one girl.\u003c/p>\n\u003cp>“Some people might also be homeless if they try to apply for jobs, but they keep getting denied because of the color of their skin,” suggested a boy.\u003c/p>\n\u003cp>Turner and his students have been discussing all year long how power and privilege are built into all aspects of society. He often takes opportunities like this one to ask students to connect those prior conversations to whatever topic is at hand. In fact, the structural inequalities that lead to homelessness is one of the least potentially controversial topics they’ve tackled. They’ve also discussed \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">microaggressions\u003c/a>, gender inequality, gender identity and \u003ca href=\"https://www.tolerance.org/magazine/when-a-firstgrader-is-called-a-racist\">structural racism\u003c/a>.\u003c/p>\n\u003cp>“I think that kids can handle a lot more nuance than we generally give them credit for,” Turner said. “You can talk about anything with kids. You can make anything accessible, no matter how uncomfortable or atrocious it may seem.”\u003c/p>\n\u003cp>Some people may think first grade is a bit early for some of these heavy topics. Some parents have pushed back against Turner’s approach, and he’s received many critical — and sometimes hateful — comments online from people who disagree with him. But Turner says kids are aware of race from a very early age, \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">as early as 6 months old\u003c/a>. And his students bring their own honest questions to class.\u003c/p>\n\u003cp>Turner sees what he’s doing as planting seeds of inquiry and offering students some tools so they can continue to grapple with issues that are at the core of American society as they grow up. He says that, as a white man, he had the privilege not to think about how his race, class and sexuality smoothed his way through life. He’s doing a lot of that work now, and he says teachers owe it to both their white students and their students of color to initiate these conversations in safe and developmentally appropriate ways.\u003c/p>\n\u003cp>But when recess comes, they still run around with friends, play in the dirt and have fun. The difference is that when they see something on TV or encounter discrimination on the playground, they’re empowered to talk about it outright.\u003c/p>\n\u003cp>\u003cstrong>GIVING KIDS TOOLS TO GRAPPLE WITH DIFFICULT TOPICS\u003c/strong>\u003c/p>\n\u003cp>About half of Turner’s students are kids of color. Turner wants his students to feel comfortable talking about privilege and power so they can move through life aware of how these issues play out all around them. He wants to equip them with the vocabulary, tools and confidence to continue engaging difficult subjects as their understanding gets more nuanced. He says they aren’t too young. In fact, he’s found his students are often better at talking about difficult issues than most adults. They just process them from a 6-year-old’s perspective.\u003c/p>\n\u003cp>Take fairness. Turner noted that it’s common for young kids to exclude one another in games and on the playground based on differences, including racial differences. When that happens, Turner doesn’t ignore the racial aspect of the exclusion. He talks about it openly with kids.\u003c/p>\n\u003cp>“I mean, if you’ve ever seen kids try to get into line and like who goes in front of who, and cutting in line, you’ll know immediately that kids want everything to be fair. So it actually doesn’t take that much for kids to enter into the conversation about racism and privilege.”\u003c/p>\n\u003cp>Turner is also careful to weave these discussions into everything he does. He doesn’t isolate discussions of race to Black History Month, or talk about Native Americans only around Thanksgiving. When his class \u003ca href=\"https://www.tolerance.org/magazine/open-secrets-in-firstgrade-math-teaching-about-white-supremacy-on-american-currency\">studied money\u003c/a>, for example, they noticed that only white men are pictured. Or, when the class was learning to skip-count by twos, Turner had them practice by tallying the number of men and women in the U.S. Senate. From there, they had a fruitful discussion about unequal representation in Congress and whether that’s fair. Students had mixed opinions, which Turner loves.\u003c/p>\n\u003cp>“That is a lesson that stuck with a lot of kids and it gets referenced a lot,” he said.\u003c/p>\n\u003cp>Check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\">MindShift Podcast\u003c/a> to hear what these conversations sound like in Bret Turner’s classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dzk5p67roecs3fevprhyl5ydqcy?t=Teaching_6-Year-Olds_About_Privilege_and_Power-MindShift_Podcast\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/761469217:761469219\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\">Spotify\u003c/a> or wherever you get your podcasts to learn more about what brought Turner, a straight white man, to teach this way. And, hear about some of the gratitude and pushback he’s gotten from parents.\u003c/p>\n\u003cp>\u003cstrong>BRET TURNER’S JOURNEY TO TEACHING ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54157\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54157\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg\" alt=\"Bret Turner helps students practice for their performance on homelessness.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bret Turner helps students practice for their performance on homelessness. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Turner didn’t always teach this way. In his early years of teaching, when students would ask a question that implicated race or asked why there were more white characters in their classroom books than kids of color, he would steer the conversation back to the lesson. He’d say they’d talk about it later or brush past the topic. But he began to realize that he was sending kids the message that they shouldn’t talk about those issues.\u003c/p>\n\u003cp>“All of the evidence, both academic and anecdotal, that I’ve ever seen suggests that you actually have to talk to kids about it,” Turner said. “And if you don’t, you are unfortunately perpetuating the idea that it is not to be talked about, that white privilege is off-limits, that racism has been solved.”\u003c/p>\n\u003cp>But that doesn’t mean it’s comfortable for him. Turner is acutely aware that he’s a straight white man with a lot of privileges. He was worried he didn’t have the depth of understanding, or the personal experience, to teach about these difficult topics well. He also knows he’s not the only one doing this work — many teachers of color have been bringing these types of lessons into their classrooms for years. Still, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">80 percent of classroom teachers are white\u003c/a>, so he sees it as his duty to help students navigate these tricky issues.\u003c/p>\n\u003cp>“When I realized that opting out of conversations and difficult questions was potentially damaging, I realized I couldn’t do it anymore,” Turner said. “As uncomfortable as I might be sometimes.”\u003c/p>\n\u003cp>Still, he admits there are logistical challenges to teaching this way. He has a jampacked curriculum to get through, and every time one of these conversations comes up, it takes time. He understands that many teachers fear messing up or not knowing all the answers, and that can be a barrier to even starting this type of classroom conversation. At first he felt that way, too, but gradually he came to a place where he’d rather try, admit what he doesn’t know, and model being a learner to find the answers.\u003c/p>\n\u003cp>Turner is also careful to set expectations at the start of the year with parents. He tells them at back-to-school night that in his classroom, they will be talking about all the “isms” — racism and sexism among them — because kids bring questions about them into the classroom. And he uses his newsletter to communicate to parents when a potentially fraught conversation took place spontaneously, or if one is planned.\u003c/p>\n\u003cp>“I don’t want any of this to seem like cloak-and-dagger stuff where I’m doing this ‘indoctrination’ behind their backs in class,” Turner said. When it’s relevant, he also sends articles home, videos of the class, and recaps of the discussions, “just so I can be as open and clear as possible, so it doesn’t take people by surprise.”\u003c/p>\n\u003cfigure id=\"attachment_54159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54159\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg\" alt=\"Students in Bret Turner's class working quietly.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Bret Turner’s class working quietly. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland mother Carla Wicks appreciates Turner’s leadership. She’s an African American parent whose daughter, Kendal, was in Turner’s class last year. When she heard his back-to-school speech about the “isms,” she approached him afterward to thank him for his “courage.”\u003c/p>\n\u003cp>Wicks and her husband didn’t have to sit their kids down to talk about racism — it comes up all the time. When Kendal was in preschool, she was already hearing messages that lighter skin colors are more beautiful.\u003c/p>\n\u003cp>“These are the conversations that we have, as people of color, very early on, all the time,” Wicks said.\u003c/p>\n\u003cp>She sees it as a teacher’s job to be culturally literate and sensitive so they can respond nimbly when issues of race, privilege or power come up in the classroom. She trusts her kids’ teachers to understand what’s developmentally appropriate, and they should be able to have difficult conversations with kids in ways that equip them to live in a complicated world.\u003c/p>\n\u003cp>“I think if most human beings going through our education system had these conversations at this early age, then we’d probably be in a different place than we are today,” she said.\u003c/p>\n\u003cp>But Turner said other parents have objected to his approach. They’ve told him these topics are too heavy for young children, or that he’s abusing his position of power as a teacher to push a “liberal agenda.”\u003c/p>\n\u003cp>Turner has taken that critique to heart, analyzing his classroom practice for whether there’s truth in those claims. He understands that young kids want to please their teachers, but says he’s not telling his students what to think. He asks questions that help kids to see patterns of injustice, and encourages them to make connections across the curriculum.\u003c/p>\n\u003cp>“I don’t know what we want of kids other than for them to be critical thinkers and to question when things don’t seem right,” Turner said.\u003cbr>\n\u003cstrong>\u003cbr>\nCLASSROOM RESOURCES BRET TURNER USES TO TEACH ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.tolerance.org/\">Teaching Tolerance\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.theconsciouskid.org/\">The Conscious Kid\u003c/a> (much of their work is on \u003ca href=\"https://www.instagram.com/theconsciouskid/\">Instagram\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.rethinkingschools.org/\">Rethinking Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://abundantbeginnings.org/resources\">Abundant Beginnings\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.glsen.org/educate/resources\">GLSEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Turner also shares these resources with parents:\u003c/p>\n\u003cul>\n\u003cli>Scene on Radio Podcast series \u003ca href=\"https://www.sceneonradio.org/seeing-white/\">“Seeing White”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.readbrightly.com/how-to-talk-to-kids-about-race-books-and-resources-that-can-help/\">“How to Talk to Kids About Race: Books and Resources That Can Help”\u003c/a> by Olugbemisola Rhuday-Perkovich\u003c/li>\n\u003cli>\u003ca href=\"https://www.nais.org/magazine/independent-school/summer-2014/what-white-children-need-to-know-about-race/\">“What White Children Need to Know About Race”\u003c/a> by Ali Michael and Eleonora Bartoli\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>MORE RESOURCES FOR PARENTS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>NPR Life Kit: \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">“Talking Race With Young Children”\u003c/a>\u003c/li>\n\u003cli>University of Toronto \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">research\u003c/a> showing children begin to notice race by 6 months old and show signs of racial bias.\u003c/li>\n\u003cli>\u003ca href=\"https://www.adl.org/what-we-do/promote-respect/anti-bias\">Anti-Defamation League anti-bias resources\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"excerpt": "Privilege and power play out in the world all around us every day. And kids notice. First-grade teacher Bret Turner has decided not to avoid the difficult conversations and questions his students bring to class. Instead, he's weaving discussions of things like racism and gender inequality into everything he does.",
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"description": "Privilege and power play out in the world all around us every day. And kids notice. First-grade teacher Bret Turner has decided not to avoid the difficult conversations and questions his students bring to class. Instead, he's weaving discussions of things like racism and gender inequality into everything he does.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63953148&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/761469217:761469219\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-teaching-six-year-olds-about-privilege-and-power\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>On a sunny day in April, I drove to \u003ca href=\"https://www.headroyce.org/\">Head-Royce School\u003c/a> in the hills of Oakland, California, to join circle time in \u003ca href=\"https://twitter.com/bretjturner?lang=en\">Bret Turner\u003c/a>’s first-grade classroom. I had asked Turner if I could sit in on some lessons after reading \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">an article\u003c/a> he wrote describing how he teaches about some surprising topics — like race and class — in an elementary school classroom. I wanted to see what that looked like and what kind of conversations first-graders at this private school would have around such complicated and fraught topics.\u003c/p>\n\u003cp>After students sang a song to welcome each other to a new day of learning, went over the schedule and played a quick movement game, Turner settled his 6-year-olds on the rug for a discussion about homelessness.\u003c/p>\n\u003cp>The class had been studying homelessness for weeks and was preparing to present what they learned to parents in an upcoming performance. In this lesson, Turner wanted to talk about a statistic some of the students discovered when doing internet research about homelessness in Alameda County, where their school is located. Students found that a disproportionate number of the county’s homeless population is African American. Rather than skipping over this factoid, Turner leaned into it.\u003c/p>\n\u003cp>“What do we know about what causes homelessness? What causes people to be pushed down rather than lifted up?” Turner asked the class. “Because when I see that half of homeless people in Alameda County are black, that doesn’t make sense to me when I first look at it. It doesn’t seem fair to me. And then I start to think there must be some reasons. What are some of those reasons?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It was clear his students were used to this type of question. They immediately started throwing out ideas.\u003c/p>\n\u003cp>“I think why African American people end up on the street is because they lose jobs because people were treating them badly, and then they end up on the street with no home,” said one girl.\u003c/p>\n\u003cp>“Some people might also be homeless if they try to apply for jobs, but they keep getting denied because of the color of their skin,” suggested a boy.\u003c/p>\n\u003cp>Turner and his students have been discussing all year long how power and privilege are built into all aspects of society. He often takes opportunities like this one to ask students to connect those prior conversations to whatever topic is at hand. In fact, the structural inequalities that lead to homelessness is one of the least potentially controversial topics they’ve tackled. They’ve also discussed \u003ca href=\"https://www.tolerance.org/magazine/teaching-firstgraders-about-microaggressions-the-small-moments-add-up\">microaggressions\u003c/a>, gender inequality, gender identity and \u003ca href=\"https://www.tolerance.org/magazine/when-a-firstgrader-is-called-a-racist\">structural racism\u003c/a>.\u003c/p>\n\u003cp>“I think that kids can handle a lot more nuance than we generally give them credit for,” Turner said. “You can talk about anything with kids. You can make anything accessible, no matter how uncomfortable or atrocious it may seem.”\u003c/p>\n\u003cp>Some people may think first grade is a bit early for some of these heavy topics. Some parents have pushed back against Turner’s approach, and he’s received many critical — and sometimes hateful — comments online from people who disagree with him. But Turner says kids are aware of race from a very early age, \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">as early as 6 months old\u003c/a>. And his students bring their own honest questions to class.\u003c/p>\n\u003cp>Turner sees what he’s doing as planting seeds of inquiry and offering students some tools so they can continue to grapple with issues that are at the core of American society as they grow up. He says that, as a white man, he had the privilege not to think about how his race, class and sexuality smoothed his way through life. He’s doing a lot of that work now, and he says teachers owe it to both their white students and their students of color to initiate these conversations in safe and developmentally appropriate ways.\u003c/p>\n\u003cp>But when recess comes, they still run around with friends, play in the dirt and have fun. The difference is that when they see something on TV or encounter discrimination on the playground, they’re empowered to talk about it outright.\u003c/p>\n\u003cp>\u003cstrong>GIVING KIDS TOOLS TO GRAPPLE WITH DIFFICULT TOPICS\u003c/strong>\u003c/p>\n\u003cp>About half of Turner’s students are kids of color. Turner wants his students to feel comfortable talking about privilege and power so they can move through life aware of how these issues play out all around them. He wants to equip them with the vocabulary, tools and confidence to continue engaging difficult subjects as their understanding gets more nuanced. He says they aren’t too young. In fact, he’s found his students are often better at talking about difficult issues than most adults. They just process them from a 6-year-old’s perspective.\u003c/p>\n\u003cp>Take fairness. Turner noted that it’s common for young kids to exclude one another in games and on the playground based on differences, including racial differences. When that happens, Turner doesn’t ignore the racial aspect of the exclusion. He talks about it openly with kids.\u003c/p>\n\u003cp>“I mean, if you’ve ever seen kids try to get into line and like who goes in front of who, and cutting in line, you’ll know immediately that kids want everything to be fair. So it actually doesn’t take that much for kids to enter into the conversation about racism and privilege.”\u003c/p>\n\u003cp>Turner is also careful to weave these discussions into everything he does. He doesn’t isolate discussions of race to Black History Month, or talk about Native Americans only around Thanksgiving. When his class \u003ca href=\"https://www.tolerance.org/magazine/open-secrets-in-firstgrade-math-teaching-about-white-supremacy-on-american-currency\">studied money\u003c/a>, for example, they noticed that only white men are pictured. Or, when the class was learning to skip-count by twos, Turner had them practice by tallying the number of men and women in the U.S. Senate. From there, they had a fruitful discussion about unequal representation in Congress and whether that’s fair. Students had mixed opinions, which Turner loves.\u003c/p>\n\u003cp>“That is a lesson that stuck with a lot of kids and it gets referenced a lot,” he said.\u003c/p>\n\u003cp>Check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\">MindShift Podcast\u003c/a> to hear what these conversations sound like in Bret Turner’s classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/teaching-6-year-olds-about-privilege-and-power/id1078765985?i=1000450074054\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dzk5p67roecs3fevprhyl5ydqcy?t=Teaching_6-Year-Olds_About_Privilege_and_Power-MindShift_Podcast\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/761469217:761469219\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/7b9pcHbvc6LVWLIkAcqhZ5\">Spotify\u003c/a> or wherever you get your podcasts to learn more about what brought Turner, a straight white man, to teach this way. And, hear about some of the gratitude and pushback he’s gotten from parents.\u003c/p>\n\u003cp>\u003cstrong>BRET TURNER’S JOURNEY TO TEACHING ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54157\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54157\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg\" alt=\"Bret Turner helps students practice for their performance on homelessness.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower2-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bret Turner helps students practice for their performance on homelessness. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Turner didn’t always teach this way. In his early years of teaching, when students would ask a question that implicated race or asked why there were more white characters in their classroom books than kids of color, he would steer the conversation back to the lesson. He’d say they’d talk about it later or brush past the topic. But he began to realize that he was sending kids the message that they shouldn’t talk about those issues.\u003c/p>\n\u003cp>“All of the evidence, both academic and anecdotal, that I’ve ever seen suggests that you actually have to talk to kids about it,” Turner said. “And if you don’t, you are unfortunately perpetuating the idea that it is not to be talked about, that white privilege is off-limits, that racism has been solved.”\u003c/p>\n\u003cp>But that doesn’t mean it’s comfortable for him. Turner is acutely aware that he’s a straight white man with a lot of privileges. He was worried he didn’t have the depth of understanding, or the personal experience, to teach about these difficult topics well. He also knows he’s not the only one doing this work — many teachers of color have been bringing these types of lessons into their classrooms for years. Still, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">80 percent of classroom teachers are white\u003c/a>, so he sees it as his duty to help students navigate these tricky issues.\u003c/p>\n\u003cp>“When I realized that opting out of conversations and difficult questions was potentially damaging, I realized I couldn’t do it anymore,” Turner said. “As uncomfortable as I might be sometimes.”\u003c/p>\n\u003cp>Still, he admits there are logistical challenges to teaching this way. He has a jampacked curriculum to get through, and every time one of these conversations comes up, it takes time. He understands that many teachers fear messing up or not knowing all the answers, and that can be a barrier to even starting this type of classroom conversation. At first he felt that way, too, but gradually he came to a place where he’d rather try, admit what he doesn’t know, and model being a learner to find the answers.\u003c/p>\n\u003cp>Turner is also careful to set expectations at the start of the year with parents. He tells them at back-to-school night that in his classroom, they will be talking about all the “isms” — racism and sexism among them — because kids bring questions about them into the classroom. And he uses his newsletter to communicate to parents when a potentially fraught conversation took place spontaneously, or if one is planned.\u003c/p>\n\u003cp>“I don’t want any of this to seem like cloak-and-dagger stuff where I’m doing this ‘indoctrination’ behind their backs in class,” Turner said. When it’s relevant, he also sends articles home, videos of the class, and recaps of the discussions, “just so I can be as open and clear as possible, so it doesn’t take people by surprise.”\u003c/p>\n\u003cfigure id=\"attachment_54159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54159\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg\" alt=\"Students in Bret Turner's class working quietly.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/08/PrivilegePower3-1920x1080.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Bret Turner’s class working quietly. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland mother Carla Wicks appreciates Turner’s leadership. She’s an African American parent whose daughter, Kendal, was in Turner’s class last year. When she heard his back-to-school speech about the “isms,” she approached him afterward to thank him for his “courage.”\u003c/p>\n\u003cp>Wicks and her husband didn’t have to sit their kids down to talk about racism — it comes up all the time. When Kendal was in preschool, she was already hearing messages that lighter skin colors are more beautiful.\u003c/p>\n\u003cp>“These are the conversations that we have, as people of color, very early on, all the time,” Wicks said.\u003c/p>\n\u003cp>She sees it as a teacher’s job to be culturally literate and sensitive so they can respond nimbly when issues of race, privilege or power come up in the classroom. She trusts her kids’ teachers to understand what’s developmentally appropriate, and they should be able to have difficult conversations with kids in ways that equip them to live in a complicated world.\u003c/p>\n\u003cp>“I think if most human beings going through our education system had these conversations at this early age, then we’d probably be in a different place than we are today,” she said.\u003c/p>\n\u003cp>But Turner said other parents have objected to his approach. They’ve told him these topics are too heavy for young children, or that he’s abusing his position of power as a teacher to push a “liberal agenda.”\u003c/p>\n\u003cp>Turner has taken that critique to heart, analyzing his classroom practice for whether there’s truth in those claims. He understands that young kids want to please their teachers, but says he’s not telling his students what to think. He asks questions that help kids to see patterns of injustice, and encourages them to make connections across the curriculum.\u003c/p>\n\u003cp>“I don’t know what we want of kids other than for them to be critical thinkers and to question when things don’t seem right,” Turner said.\u003cbr>\n\u003cstrong>\u003cbr>\nCLASSROOM RESOURCES BRET TURNER USES TO TEACH ABOUT POWER AND PRIVILEGE\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.tolerance.org/\">Teaching Tolerance\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.theconsciouskid.org/\">The Conscious Kid\u003c/a> (much of their work is on \u003ca href=\"https://www.instagram.com/theconsciouskid/\">Instagram\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.rethinkingschools.org/\">Rethinking Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://abundantbeginnings.org/resources\">Abundant Beginnings\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.glsen.org/educate/resources\">GLSEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Turner also shares these resources with parents:\u003c/p>\n\u003cul>\n\u003cli>Scene on Radio Podcast series \u003ca href=\"https://www.sceneonradio.org/seeing-white/\">“Seeing White”\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.readbrightly.com/how-to-talk-to-kids-about-race-books-and-resources-that-can-help/\">“How to Talk to Kids About Race: Books and Resources That Can Help”\u003c/a> by Olugbemisola Rhuday-Perkovich\u003c/li>\n\u003cli>\u003ca href=\"https://www.nais.org/magazine/independent-school/summer-2014/what-white-children-need-to-know-about-race/\">“What White Children Need to Know About Race”\u003c/a> by Ali Michael and Eleonora Bartoli\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MORE RESOURCES FOR PARENTS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>NPR Life Kit: \u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">“Talking Race With Young Children”\u003c/a>\u003c/li>\n\u003cli>University of Toronto \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">research\u003c/a> showing children begin to notice race by 6 months old and show signs of racial bias.\u003c/li>\n\u003cli>\u003ca href=\"https://www.adl.org/what-we-do/promote-respect/anti-bias\">Anti-Defamation League anti-bias resources\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Childhood As ‘Resume Building’: Why Play Needs A Comeback",
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"headTitle": "Childhood As ‘Resume Building’: Why Play Needs A Comeback | KQED",
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"content": "\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/childhood-as-resume-building-why-play-needs-a-comeback/id1078765985?i=1000448438239\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63638822&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/756991954:756991956\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/2ggG8WekzKlvcxrqbI4MlR\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-childhood-as-resume-building-why-play-needs-a-comeback\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it that we don’t go outside as much as my parents did as children?”\u003c/span> \u003cspan style=\"font-weight: 400\">This sixth-grader’s question caught teacher Kath Irving off-guard. Inherent in the query is a recognition that times are different now and children notice it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boston College psychology professor \u003ca href=\"https://www.kqed.org/mindshift/32254/harnessing-childrens-natural-ways-of-learning\">Peter Gray\u003c/a> marks the 1950s as the heyday of play in the United States. Back then, children played in the streets with other neighborhood kids, learning how to navigate the world by interacting with one another. This kind of play was unstructured and unsupervised by adults. Kids independently generated the activities and the rules. If someone broke the rules, kids determined the consequences. And without knowing it, they developed resilience, self-determination and problem-solving. Researchers have since connected skills gained in unsupervised play to positive mental health, social and emotional skills, agency, intrinsic motivation and creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this kind of free play may be a relic of the past. A confluence of family dynamics, economic and academic anxiety, fear of strangers, and vehicular traffic have put play at risk. \u003c/span>\u003cspan style=\"font-weight: 400\">University of Michigan researchers surveyed how families spent their time in 1981 and again in 1997. They observed a \u003ca href=\"https://www.nytimes.com/1998/11/11/us/children-study-longer-and-play-less-a-report-says.html\">drop\u003c/a> in the amount of free time kids have for play from 40 percent of a child’s day to 25 percent. By 2003, that amount of time dropped by another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/\">4 percent\u003c/a>. At the same time, the amount of time kids spend on \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/\">academics\u003c/a> has increased. This period is also marked by rising competition for college admissions, and the decline of middle-class opportunities in the United States.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So childhood is turned from a time of freedom to a time of \u003c/span>\u003cspan style=\"font-weight: 400\">resume-\u003c/span>\u003cspan style=\"font-weight: 400\">building,” said Gray in his popular TEDx Talk. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Bg-GEzM7iTk\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, children need to play. \u003c/span>\u003cspan style=\"font-weight: 400\">Peter Gray connects the \u003ca href=\"https://www.kqed.org/mindshift/36366/can-free-play-prevent-depression-and-anxiety-in-kids\">decline of free play to the rise in mental health issues\u003c/a>. And \u003c/span>\u003cspan style=\"font-weight: 400\">the \u003c/span>\u003ca href=\"https://pediatrics.aappublications.org/content/142/3/e20182058\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gone so far as to recommended that pediatricians “a\u003c/span>\u003cspan style=\"font-weight: 400\">dvocate for the protection of children’s unstructured playtime because of its numerous benefits, including the development of foundational motor skills that may have lifelong benefits for the prevention of obesity, hypertension, and type 2 diabetes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gray’s message resonates with Scott Bedley, 2014 Orange County Teacher of the Year, who teaches fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re just seeing an out-of-balance life for kids,” he said of students he sees who are pressured to succeed academically. “There is a learning value behind play if you just allow it to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bedley has seen the consequences of stressed-out kids who aren’t getting enough free time, and he’s not alone. Those experiences prompted him and several teachers in his professional network to start \u003ca href=\"http://globalschoolplayday.com\">Global School Play Day\u003c/a> in 2015. They figured if kids didn’t have enough time to play after school, they’d elevate its importance by devoting an entire school day to it. They hoped it would jump-start a broader conversation among parents and teachers about what kids are missing when there’s too much focus on achievement.\u003c/span>\u003c/p>\n\u003cp>[gallery type=\"square\" size=\"large\" ids=\"54315,54318,54317,54316,54314\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Global School Play Day is about kids directing their own experience, so students can choose to use the time to play outside, play board games, draw, paint, do puzzles or just goof off. Some are so unused to playing they don’t even know how to start. But the Global School Play Day movement is growing. In 2019, organizers estimate \u003c/span>\u003ca href=\"https://www.globalschoolplayday.com/\">\u003cspan style=\"font-weight: 400\">535,690 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> participated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listen to this episode of the MindShift Podcast to learn how students experience this unusual day of play at school. You’ll hear from students who are getting reacquainted with the idea of unstructured play. You’ll also hear from educators like Eric Saibel and Nathan Beach as they host Global School Play Day at Hall Middle School. They hope exposing kids and parents to play at school will start a conversation about how they use their time at home, while helping kids to have a better-balanced life.\u003c/span>\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/childhood-as-resume-building-why-play-needs-a-comeback/id1078765985?i=1000448438239\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63638822&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/756991954:756991956\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/2ggG8WekzKlvcxrqbI4MlR\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/childhood-as-resume-building-why-play-needs-a-comeback/id1078765985?i=1000448438239\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63638822&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/756991954:756991956\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/2ggG8WekzKlvcxrqbI4MlR\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-childhood-as-resume-building-why-play-needs-a-comeback\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it that we don’t go outside as much as my parents did as children?”\u003c/span> \u003cspan style=\"font-weight: 400\">This sixth-grader’s question caught teacher Kath Irving off-guard. Inherent in the query is a recognition that times are different now and children notice it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boston College psychology professor \u003ca href=\"https://www.kqed.org/mindshift/32254/harnessing-childrens-natural-ways-of-learning\">Peter Gray\u003c/a> marks the 1950s as the heyday of play in the United States. Back then, children played in the streets with other neighborhood kids, learning how to navigate the world by interacting with one another. This kind of play was unstructured and unsupervised by adults. Kids independently generated the activities and the rules. If someone broke the rules, kids determined the consequences. And without knowing it, they developed resilience, self-determination and problem-solving. Researchers have since connected skills gained in unsupervised play to positive mental health, social and emotional skills, agency, intrinsic motivation and creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this kind of free play may be a relic of the past. A confluence of family dynamics, economic and academic anxiety, fear of strangers, and vehicular traffic have put play at risk. \u003c/span>\u003cspan style=\"font-weight: 400\">University of Michigan researchers surveyed how families spent their time in 1981 and again in 1997. They observed a \u003ca href=\"https://www.nytimes.com/1998/11/11/us/children-study-longer-and-play-less-a-report-says.html\">drop\u003c/a> in the amount of free time kids have for play from 40 percent of a child’s day to 25 percent. By 2003, that amount of time dropped by another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/\">4 percent\u003c/a>. At the same time, the amount of time kids spend on \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/\">academics\u003c/a> has increased. This period is also marked by rising competition for college admissions, and the decline of middle-class opportunities in the United States.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So childhood is turned from a time of freedom to a time of \u003c/span>\u003cspan style=\"font-weight: 400\">resume-\u003c/span>\u003cspan style=\"font-weight: 400\">building,” said Gray in his popular TEDx Talk. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Bg-GEzM7iTk'\n title='//www.youtube.com/embed/Bg-GEzM7iTk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Still, children need to play. \u003c/span>\u003cspan style=\"font-weight: 400\">Peter Gray connects the \u003ca href=\"https://www.kqed.org/mindshift/36366/can-free-play-prevent-depression-and-anxiety-in-kids\">decline of free play to the rise in mental health issues\u003c/a>. And \u003c/span>\u003cspan style=\"font-weight: 400\">the \u003c/span>\u003ca href=\"https://pediatrics.aappublications.org/content/142/3/e20182058\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gone so far as to recommended that pediatricians “a\u003c/span>\u003cspan style=\"font-weight: 400\">dvocate for the protection of children’s unstructured playtime because of its numerous benefits, including the development of foundational motor skills that may have lifelong benefits for the prevention of obesity, hypertension, and type 2 diabetes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gray’s message resonates with Scott Bedley, 2014 Orange County Teacher of the Year, who teaches fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re just seeing an out-of-balance life for kids,” he said of students he sees who are pressured to succeed academically. “There is a learning value behind play if you just allow it to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bedley has seen the consequences of stressed-out kids who aren’t getting enough free time, and he’s not alone. Those experiences prompted him and several teachers in his professional network to start \u003ca href=\"http://globalschoolplayday.com\">Global School Play Day\u003c/a> in 2015. They figured if kids didn’t have enough time to play after school, they’d elevate its importance by devoting an entire school day to it. They hoped it would jump-start a broader conversation among parents and teachers about what kids are missing when there’s too much focus on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Global School Play Day is about kids directing their own experience, so students can choose to use the time to play outside, play board games, draw, paint, do puzzles or just goof off. Some are so unused to playing they don’t even know how to start. But the Global School Play Day movement is growing. In 2019, organizers estimate \u003c/span>\u003ca href=\"https://www.globalschoolplayday.com/\">\u003cspan style=\"font-weight: 400\">535,690 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> participated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listen to this episode of the MindShift Podcast to learn how students experience this unusual day of play at school. You’ll hear from students who are getting reacquainted with the idea of unstructured play. You’ll also hear from educators like Eric Saibel and Nathan Beach as they host Global School Play Day at Hall Middle School. They hope exposing kids and parents to play at school will start a conversation about how they use their time at home, while helping kids to have a better-balanced life.\u003c/span>\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/childhood-as-resume-building-why-play-needs-a-comeback/id1078765985?i=1000448438239\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63638822&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/756991954:756991956\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/2ggG8WekzKlvcxrqbI4MlR\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Can Schools Help Kids With Anxiety?",
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"content": "\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-how-can-schools-help-kids-with-anxiety\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Brianna Sedillo when she pitched my radio station a personal perspective on anxiety, a topic that comes up over and over as teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">try to support young people\u003c/a>.\u003c/p>\n\u003cp>“Everything kind of started with the anxiety and depression after the passing of my grandfather,” Brianna said. “He was kinda my safe space. And losing that was really big.”\u003c/p>\n\u003cp>Brianna missed her grandfather’s supportive presence acutely during her middle school years, which were difficult. Middle school can be a difficult time for anyone, but for Brianna it was particularly hard socially because her family moved several times. She had trouble making new friends and felt each change of school acutely. Despite all that, she was a good student; she made the honor roll all three years in middle school.\u003c/p>\n\u003cp>But everything got worse when she started at El Cerrito High School, just outside San Francisco. Brianna’s feelings of isolation intensified, and her depression and anxiety kicked into high gear. She knew that she should be doing her homework, participating in class, and trying to be more social, but she couldn’t bring herself to do any of it. By sophomore year, Brianna was barely passing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was just really rough for me,” Brianna said. She couldn’t stop worrying about what people thought of her, which made her so self-conscious she could barely function. “With my anxiety I tend to overthink everything. And I’m always aware of who’s looking at me and who’s talking about me, who’s judging me.”\u003c/p>\n\u003cp>Brianna remembers an endless cycle of waking up, going to school, taking work she couldn’t bring herself to do, and coming home to hide in her room and sleep. She lost a lot of weight and didn’t even enjoy playing soccer anymore, her favorite activity. She scrutinized her appearance every few minutes, and became so self-conscious she avoided answering questions she knew in class because she didn’t want people to look at her. When she got home, where she felt safe, all the anxiety she’d been bottling up all day came spilling out.\u003c/p>\n\u003cp>“It’s like something goes off and the anxiety kind of kicks in,” Brianna said. She would go over every tiny detail of the day. “Everything that I did that day. The way I pronounce something, the way I did something, The way I walked.” Then she would start thinking about her mom and how she should be working harder to make her mom proud, and that only made her feel worse.\u003c/p>\n\u003cp>“And then I start to panic and then it’s like, what am I going to do? Like, I’m going to disappoint my mom. And then I can’t breathe and then I get shaky, and I end up in a ball on the floor just trying to get my breathing back on track,” she said.\u003c/p>\n\u003cp>[aside tag=’anxiety’ label=’More On Dealing With Anxiety’]\u003c/p>\n\u003cp>Brianna is just one of many young people \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\">around the country experiencing anxiety\u003c/a>, and often the depression that comes with it. Teachers and parents all over the country are noticing\u003ca href=\"https://www.washingtonpost.com/news/to-your-health/wp/2018/05/10/why-kids-and-teens-may-face-far-more-anxiety-these-days/\"> an increase in mental health issues\u003c/a>, including anxiety, among students.\u003c/p>\n\u003cp>There isn’t much research directly surveying adolescents on their anxiety. In 2004, the \u003ca href=\"https://www.nimh.nih.gov/health/statistics/any-anxiety-disorder.shtml#part_155096\">National Institute of Mental Health estimated\u003c/a> that about a third of adolescents (ages 13-18) have been or will be seriously affected by anxiety in their lifetimes. More recently, a study published in the \u003ca href=\"https://journals.lww.com/jrnldbp/Citation/2018/06000/Epidemiology_and_Impact_of_Health_Care.6.aspx\">Journal of Developmental and Behavioral Pediatrics\u003c/a>, based on parent surveys for the National Survey of Children’s Health, concluded that more than one in twenty U.S. children (ages 6-17) had anxiety or depression in 2011-2012. And a \u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2017.pdf\">UCLA survey of college freshman\u003c/a> conducted each year, found in 2017 that close to 39 percent frequently felt “overwhelmed by all I had to do.” Parents and educators are scrambling to understand why kids seem to be more anxious and how to help them.\u003cbr>\n\u003cstrong>\u003cbr>\nOne School’s Attempt to Dispel the Isolation That Accompanies Anxiety\u003c/strong>\u003c/p>\n\u003cp>Brianna is far from the only student at El Cerrito High suffering from anxiety. In fact, counselors at the James Morehouse Project, the school’s wellness center, began noticing a few years ago that more and more students named anxiety as a chief concern. Most felt completely alone.\u003c/p>\n\u003cp>“A lot of students [were] coming in saying, ‘people don’t get this. Other students don’t experience this. People don’t know what it’s like,’” said Rachel Krow-Boniske, a social work intern at the \u003ca href=\"http://www.jamesmorehouseproject.org/\">James Morehouse Project\u003c/a>. “And seeing that from so many different students made me want to be like, ‘Actually, this is really common! And if you all got to talk with each other and connect with each other over the experience, it might feel less alienating.’”\u003c/p>\n\u003cp>So Krow-Boniske and another intern, Forest Novak, started an anxiety group in the 2018-19 school year. They recommended some students they were seeing individually, and spread the word among teachers, who also recommended students who might benefit from participating.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>The group includes students from all grades and fluctuates in size from eight to ten. It meets once a week so students can discuss their anxiety, gain confidence that they aren’t the only ones struggling, and learn coping strategies. Krow-Boniske and Novak want students to become more aware of the signs of their anxiety, what triggers it, and how they can tell themselves a different story about what’s happening.\u003c/p>\n\u003cp>The course is broken down into sections. The first several weeks the two counselors facilitate a process of self-discovery for students. They do writing exercises with students to help them think carefully about how their bodies feel when they’re getting anxious, what’s happening around them, and what messages their anxiety tells them about themselves. After they validate that a lot of people are having similar feelings, the curriculum moves on to dig into seven types of coping strategies: grounding, distraction, emotional release, thought challenging, self-love, and accessing the truest parts of oneself to help hold all the other coping mechanisms.\u003c/p>\n\u003cp>“I’ve been amazed by how much they know about their own anxiety,” Krow-Boniske said. “They seem so aware of what’s happening for them and just haven’t quite had the words or the space to talk about it.”\u003c/p>\n\u003cp>\u003cstrong>Part Of a Broad Strategy to Support Students Where They’re At\u003c/strong>\u003c/p>\n\u003cp>The anxiety group is just one of many student wellness services offered at the James Morehouse Project, or the JMP as everyone at El Cerrito High calls it. The center is named for a \u003ca href=\"http://www.jamesmorehouseproject.org/about-us-2/mr-morehouse\">former staff member\u003c/a> who had a gift for connecting with students. Jenn Rader, a former history teacher, started the JMP when she realized that her students were struggling with far more than academics in her classroom.\u003c/p>\n\u003cp>“Those things were taking up so much space that there was really nothing left over to receive what was being offered in the building,” Rader said.\u003c/p>\n\u003cp>When it opened more than 20 years ago, the James Morehouse Project focused on providing health services and a little bit of counseling to students. Now, it offers an impressive array of services. It has a free, full-service medical clinic where students can get physical exams and an array of reproductive health services. It also has a dental clinic for students with MediCal, California’s Medicaid program.\u003c/p>\n\u003cp>It offers a youth development program aimed at cultivating students’ leadership and activism. Its staff provide one-on-one counseling services, as well as groups dedicated to almost everything a struggling student would need: support for queer-identified young people of color, an Arabic-speaking girls group, a support group for Muslim students, another support group for students who’ve suffered a catastrophic loss, and social skills groups for students who have a difficult time connecting with other young people.\u003c/p>\n\u003cp>“I think there’s been kind of a culture shift, a growing awareness and a growing commitment to ensure that children and young people arrive in a building with what they need in order to enter a classroom ready to learn,” Rader said.\u003c/p>\n\u003cp>More than 1,500 students attend El Cerrito High. Rader says almost a third of them have a meaningful interaction with the JMP each year either through groups or counseling. That’s only possible because the JMP runs a robust clinical social work internship program.\u003c/p>\n\u003cp>All those extra adults make a big difference in the lives of kids. When Brianna first came to the JMP, she saw an intern counselor who she says changed her life.\u003c/p>\n\u003cp>“She didn’t tell me what I was supposed to be, who I was supposed to be,” Brianna said. “She sat there and she listened, and she helped me just discover who I was. She helped me get deeper with myself and realizing things I hadn’t realized before. By the end of that, I was a much happier person. It was like a weight was on my shoulders, and piece by piece, she helped me take it off.”\u003c/p>\n\u003cp>\u003cstrong>How Parents Can Help Their Kids With Anxiety\u003c/strong>\u003c/p>\n\u003cp>Many students I spoke with for this story feel misunderstood by the adults around them. Their anxiety makes it difficult for them to complete assignments or be proactive, and that can look like procrastination. Brianna, for example, felt she was letting her mother down when she couldn’t bring herself to do her homework. Feeling inadequate made the anxiety and depression worse.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://practicesanfrancisco.com/\">Nina Kaiser\u003c/a> is a child psychologist based in San Francisco who has been working with anxious kids for over 15 years. She says the feelings Brianna describes, as well as the misunderstandings that can arise with parents, are common. If parents want to get to the bottom of the problem, the first step is to understand how anxiety works.\u003c/p>\n\u003cp>“Your brain is constantly scanning your environment, looking for danger,” Kaiser explained. “It’s true for all of us, every single one of us, but when you are experiencing anxiety, it’s like a smoke detector or alarm that goes off more frequently.”\u003c/p>\n\u003cp>Kaiser likes working with anxious kids because there are effective treatments. One of the most effective ways to treat anxiety is with \u003ca href=\"https://www.kqed.org/mindshift/53544/how-schools-can-bridge-mental-health-care-gaps-with-cognitive-behavioral-therapy-tools\">cognitive behavioral therapy\u003c/a>. She helps her patients address both their physical responses to anxiety, as well as their \u003ca href=\"https://www.kqed.org/mindshift/49763/exaggerated-thoughts-that-can-cause-adolescents-to-misperceive-reality\">distorted thoughts\u003c/a> or “cognitions.” These thoughts often tend towards \u003ca href=\"https://www.kqed.org/mindshift/49190/for-teens-knee-deep-in-negativity-reframing-thoughts-can-help\">catastrophizing\u003c/a> or ruminating on something that happened in the past, or could happen in the future.\u003c/p>\n\u003cp>“You’re teaching kids strategies around noticing those thoughts and being able to push back against them, or to shift gears instead of getting stuck in that pattern,” Kaiser said.\u003c/p>\n\u003cp>But it takes a lot of practice to step back from the panicked feelings and to look at them with a little more objective distance. She describes anxious thoughts to her clients as junk mail or spam. She directs them to look for evidence that supports the negative thoughts, or disproves them. So, if a student is anxious about failing a test, Kaiser will coach them to think about their past performance on tests, their grades overall, and whether this one test even matters that much.\u003c/p>\n\u003cp>But, she adds, “Those [anxious] thoughts tend to be really powerful and really automatic. They’re coming into your mind really quickly, really loudly, and it’s challenging to step back and notice that there are other ways to think about the situation.”\u003c/p>\n\u003cp>Kaiser says anxiety can be \u003ca href=\"http://practicesanfrancisco.com/parenting-your-anxious-child/\">tricky for parents to handle\u003c/a> because they may see it as laziness on the part of their child. But rather than judging them for not doing their homework or not wanting to go out with friends, she recommends they try to approach the situation with curiosity. When parents don’t assume they know what’s happening with their child, they can open up more space for the child to confide what’s really going on.\u003c/p>\n\u003cp>Kaiser also says that one of the hardest parts about treating anxiety is \u003ca href=\"https://www.kqed.org/mindshift/53468/for-kids-with-anxiety-parents-learn-to-let-them-face-their-fears\">confronting the things that make a person anxious\u003c/a>. Kids aren’t going to want to do that, and a parent’s first instinct is often to protect their child from things that cause them distress. Kaiser reminds her clients and their parents that anxiety is trying to control them and the best way to get out from under that is to push back.\u003c/p>\n\u003cp>“So if a kid is really spiraling about something, if parents are overly reassuring, they’re also sending a message that there’s something valid about that anxiety,” Kaiser said.\u003c/p>\n\u003cp>She recommends parents and their kids read reputable sources about anxiety ahead of time, when tensions aren’t high. Then, when a panic attack hits or a student is particularly anxious, it’s easier for parents to gently push them without making their child feel they aren’t emotionally supported. Kaiser knows this is hard for parents to do, but she says having a collaborative relationship established ahead of time will make it easier.\u003c/p>\n\u003cp>\u003cstrong>It’s All About Resilience\u003c/strong>\u003c/p>\n\u003cp>After Brianna got help with her depression at the James Morehouse Project, she also developed coping strategies for her anxiety. She still gets panic attacks sometimes, but now she knows how to handle them. And she’s headed to community college in the fall, a new phase of life that excites her.\u003c/p>\n\u003cp>James Morehouse Project director Jenn Rader says it’s no surprise students are anxious in today’s world. Her students are dealing with a lot of trauma from the world around them. Their families are struggling to make ends meet in an economy that is increasingly unequal. They are worried about their futures in an insecure world. Many feel that if they aren’t perfect, they’ve failed. And they’re constantly comparing themselves to others on social media. They are terrified of school shootings, immigration raids, violence in their neighborhoods, and even not getting into a good college.\u003c/p>\n\u003cp>Nina Kaiser says she’s seeing patients with serious anxiety at younger and younger ages. She’s even started an anxiety group, called \u003ca href=\"http://practicesanfrancisco.com/mighty-minds/\">Mighty Minds\u003c/a>, with elementary school-aged children to help kids build up the resilience they’ll need to face middle and high school stress before they get there.\u003c/p>\n\u003cp>“Why are we waiting until kids are already struggling? These are really life skills. The ability to calm yourself down, to notice when you’re feeling stressed. I’m practically 40 years old. These are still skills that I’m practicing day by day.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She hopes with these tools available to them, kids will have skills to fall back on when they run up against adversity.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\n",
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"excerpt": "Anxiety is running rampant in high schools around the country, both rich and poor. It makes it hard for students to learn and to deal with life. Hear from two teens’ and learn strategies educators and parents can use to help them cope.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a> | \u003ca href=\"https://www.kqed.org/mindshift/transcript-how-can-schools-help-kids-with-anxiety\">Transcript\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Brianna Sedillo when she pitched my radio station a personal perspective on anxiety, a topic that comes up over and over as teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">try to support young people\u003c/a>.\u003c/p>\n\u003cp>“Everything kind of started with the anxiety and depression after the passing of my grandfather,” Brianna said. “He was kinda my safe space. And losing that was really big.”\u003c/p>\n\u003cp>Brianna missed her grandfather’s supportive presence acutely during her middle school years, which were difficult. Middle school can be a difficult time for anyone, but for Brianna it was particularly hard socially because her family moved several times. She had trouble making new friends and felt each change of school acutely. Despite all that, she was a good student; she made the honor roll all three years in middle school.\u003c/p>\n\u003cp>But everything got worse when she started at El Cerrito High School, just outside San Francisco. Brianna’s feelings of isolation intensified, and her depression and anxiety kicked into high gear. She knew that she should be doing her homework, participating in class, and trying to be more social, but she couldn’t bring herself to do any of it. By sophomore year, Brianna was barely passing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was just really rough for me,” Brianna said. She couldn’t stop worrying about what people thought of her, which made her so self-conscious she could barely function. “With my anxiety I tend to overthink everything. And I’m always aware of who’s looking at me and who’s talking about me, who’s judging me.”\u003c/p>\n\u003cp>Brianna remembers an endless cycle of waking up, going to school, taking work she couldn’t bring herself to do, and coming home to hide in her room and sleep. She lost a lot of weight and didn’t even enjoy playing soccer anymore, her favorite activity. She scrutinized her appearance every few minutes, and became so self-conscious she avoided answering questions she knew in class because she didn’t want people to look at her. When she got home, where she felt safe, all the anxiety she’d been bottling up all day came spilling out.\u003c/p>\n\u003cp>“It’s like something goes off and the anxiety kind of kicks in,” Brianna said. She would go over every tiny detail of the day. “Everything that I did that day. The way I pronounce something, the way I did something, The way I walked.” Then she would start thinking about her mom and how she should be working harder to make her mom proud, and that only made her feel worse.\u003c/p>\n\u003cp>“And then I start to panic and then it’s like, what am I going to do? Like, I’m going to disappoint my mom. And then I can’t breathe and then I get shaky, and I end up in a ball on the floor just trying to get my breathing back on track,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Brianna is just one of many young people \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\">around the country experiencing anxiety\u003c/a>, and often the depression that comes with it. Teachers and parents all over the country are noticing\u003ca href=\"https://www.washingtonpost.com/news/to-your-health/wp/2018/05/10/why-kids-and-teens-may-face-far-more-anxiety-these-days/\"> an increase in mental health issues\u003c/a>, including anxiety, among students.\u003c/p>\n\u003cp>There isn’t much research directly surveying adolescents on their anxiety. In 2004, the \u003ca href=\"https://www.nimh.nih.gov/health/statistics/any-anxiety-disorder.shtml#part_155096\">National Institute of Mental Health estimated\u003c/a> that about a third of adolescents (ages 13-18) have been or will be seriously affected by anxiety in their lifetimes. More recently, a study published in the \u003ca href=\"https://journals.lww.com/jrnldbp/Citation/2018/06000/Epidemiology_and_Impact_of_Health_Care.6.aspx\">Journal of Developmental and Behavioral Pediatrics\u003c/a>, based on parent surveys for the National Survey of Children’s Health, concluded that more than one in twenty U.S. children (ages 6-17) had anxiety or depression in 2011-2012. And a \u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2017.pdf\">UCLA survey of college freshman\u003c/a> conducted each year, found in 2017 that close to 39 percent frequently felt “overwhelmed by all I had to do.” Parents and educators are scrambling to understand why kids seem to be more anxious and how to help them.\u003cbr>\n\u003cstrong>\u003cbr>\nOne School’s Attempt to Dispel the Isolation That Accompanies Anxiety\u003c/strong>\u003c/p>\n\u003cp>Brianna is far from the only student at El Cerrito High suffering from anxiety. In fact, counselors at the James Morehouse Project, the school’s wellness center, began noticing a few years ago that more and more students named anxiety as a chief concern. Most felt completely alone.\u003c/p>\n\u003cp>“A lot of students [were] coming in saying, ‘people don’t get this. Other students don’t experience this. People don’t know what it’s like,’” said Rachel Krow-Boniske, a social work intern at the \u003ca href=\"http://www.jamesmorehouseproject.org/\">James Morehouse Project\u003c/a>. “And seeing that from so many different students made me want to be like, ‘Actually, this is really common! And if you all got to talk with each other and connect with each other over the experience, it might feel less alienating.’”\u003c/p>\n\u003cp>So Krow-Boniske and another intern, Forest Novak, started an anxiety group in the 2018-19 school year. They recommended some students they were seeing individually, and spread the word among teachers, who also recommended students who might benefit from participating.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>The group includes students from all grades and fluctuates in size from eight to ten. It meets once a week so students can discuss their anxiety, gain confidence that they aren’t the only ones struggling, and learn coping strategies. Krow-Boniske and Novak want students to become more aware of the signs of their anxiety, what triggers it, and how they can tell themselves a different story about what’s happening.\u003c/p>\n\u003cp>The course is broken down into sections. The first several weeks the two counselors facilitate a process of self-discovery for students. They do writing exercises with students to help them think carefully about how their bodies feel when they’re getting anxious, what’s happening around them, and what messages their anxiety tells them about themselves. After they validate that a lot of people are having similar feelings, the curriculum moves on to dig into seven types of coping strategies: grounding, distraction, emotional release, thought challenging, self-love, and accessing the truest parts of oneself to help hold all the other coping mechanisms.\u003c/p>\n\u003cp>“I’ve been amazed by how much they know about their own anxiety,” Krow-Boniske said. “They seem so aware of what’s happening for them and just haven’t quite had the words or the space to talk about it.”\u003c/p>\n\u003cp>\u003cstrong>Part Of a Broad Strategy to Support Students Where They’re At\u003c/strong>\u003c/p>\n\u003cp>The anxiety group is just one of many student wellness services offered at the James Morehouse Project, or the JMP as everyone at El Cerrito High calls it. The center is named for a \u003ca href=\"http://www.jamesmorehouseproject.org/about-us-2/mr-morehouse\">former staff member\u003c/a> who had a gift for connecting with students. Jenn Rader, a former history teacher, started the JMP when she realized that her students were struggling with far more than academics in her classroom.\u003c/p>\n\u003cp>“Those things were taking up so much space that there was really nothing left over to receive what was being offered in the building,” Rader said.\u003c/p>\n\u003cp>When it opened more than 20 years ago, the James Morehouse Project focused on providing health services and a little bit of counseling to students. Now, it offers an impressive array of services. It has a free, full-service medical clinic where students can get physical exams and an array of reproductive health services. It also has a dental clinic for students with MediCal, California’s Medicaid program.\u003c/p>\n\u003cp>It offers a youth development program aimed at cultivating students’ leadership and activism. Its staff provide one-on-one counseling services, as well as groups dedicated to almost everything a struggling student would need: support for queer-identified young people of color, an Arabic-speaking girls group, a support group for Muslim students, another support group for students who’ve suffered a catastrophic loss, and social skills groups for students who have a difficult time connecting with other young people.\u003c/p>\n\u003cp>“I think there’s been kind of a culture shift, a growing awareness and a growing commitment to ensure that children and young people arrive in a building with what they need in order to enter a classroom ready to learn,” Rader said.\u003c/p>\n\u003cp>More than 1,500 students attend El Cerrito High. Rader says almost a third of them have a meaningful interaction with the JMP each year either through groups or counseling. That’s only possible because the JMP runs a robust clinical social work internship program.\u003c/p>\n\u003cp>All those extra adults make a big difference in the lives of kids. When Brianna first came to the JMP, she saw an intern counselor who she says changed her life.\u003c/p>\n\u003cp>“She didn’t tell me what I was supposed to be, who I was supposed to be,” Brianna said. “She sat there and she listened, and she helped me just discover who I was. She helped me get deeper with myself and realizing things I hadn’t realized before. By the end of that, I was a much happier person. It was like a weight was on my shoulders, and piece by piece, she helped me take it off.”\u003c/p>\n\u003cp>\u003cstrong>How Parents Can Help Their Kids With Anxiety\u003c/strong>\u003c/p>\n\u003cp>Many students I spoke with for this story feel misunderstood by the adults around them. Their anxiety makes it difficult for them to complete assignments or be proactive, and that can look like procrastination. Brianna, for example, felt she was letting her mother down when she couldn’t bring herself to do her homework. Feeling inadequate made the anxiety and depression worse.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://practicesanfrancisco.com/\">Nina Kaiser\u003c/a> is a child psychologist based in San Francisco who has been working with anxious kids for over 15 years. She says the feelings Brianna describes, as well as the misunderstandings that can arise with parents, are common. If parents want to get to the bottom of the problem, the first step is to understand how anxiety works.\u003c/p>\n\u003cp>“Your brain is constantly scanning your environment, looking for danger,” Kaiser explained. “It’s true for all of us, every single one of us, but when you are experiencing anxiety, it’s like a smoke detector or alarm that goes off more frequently.”\u003c/p>\n\u003cp>Kaiser likes working with anxious kids because there are effective treatments. One of the most effective ways to treat anxiety is with \u003ca href=\"https://www.kqed.org/mindshift/53544/how-schools-can-bridge-mental-health-care-gaps-with-cognitive-behavioral-therapy-tools\">cognitive behavioral therapy\u003c/a>. She helps her patients address both their physical responses to anxiety, as well as their \u003ca href=\"https://www.kqed.org/mindshift/49763/exaggerated-thoughts-that-can-cause-adolescents-to-misperceive-reality\">distorted thoughts\u003c/a> or “cognitions.” These thoughts often tend towards \u003ca href=\"https://www.kqed.org/mindshift/49190/for-teens-knee-deep-in-negativity-reframing-thoughts-can-help\">catastrophizing\u003c/a> or ruminating on something that happened in the past, or could happen in the future.\u003c/p>\n\u003cp>“You’re teaching kids strategies around noticing those thoughts and being able to push back against them, or to shift gears instead of getting stuck in that pattern,” Kaiser said.\u003c/p>\n\u003cp>But it takes a lot of practice to step back from the panicked feelings and to look at them with a little more objective distance. She describes anxious thoughts to her clients as junk mail or spam. She directs them to look for evidence that supports the negative thoughts, or disproves them. So, if a student is anxious about failing a test, Kaiser will coach them to think about their past performance on tests, their grades overall, and whether this one test even matters that much.\u003c/p>\n\u003cp>But, she adds, “Those [anxious] thoughts tend to be really powerful and really automatic. They’re coming into your mind really quickly, really loudly, and it’s challenging to step back and notice that there are other ways to think about the situation.”\u003c/p>\n\u003cp>Kaiser says anxiety can be \u003ca href=\"http://practicesanfrancisco.com/parenting-your-anxious-child/\">tricky for parents to handle\u003c/a> because they may see it as laziness on the part of their child. But rather than judging them for not doing their homework or not wanting to go out with friends, she recommends they try to approach the situation with curiosity. When parents don’t assume they know what’s happening with their child, they can open up more space for the child to confide what’s really going on.\u003c/p>\n\u003cp>Kaiser also says that one of the hardest parts about treating anxiety is \u003ca href=\"https://www.kqed.org/mindshift/53468/for-kids-with-anxiety-parents-learn-to-let-them-face-their-fears\">confronting the things that make a person anxious\u003c/a>. Kids aren’t going to want to do that, and a parent’s first instinct is often to protect their child from things that cause them distress. Kaiser reminds her clients and their parents that anxiety is trying to control them and the best way to get out from under that is to push back.\u003c/p>\n\u003cp>“So if a kid is really spiraling about something, if parents are overly reassuring, they’re also sending a message that there’s something valid about that anxiety,” Kaiser said.\u003c/p>\n\u003cp>She recommends parents and their kids read reputable sources about anxiety ahead of time, when tensions aren’t high. Then, when a panic attack hits or a student is particularly anxious, it’s easier for parents to gently push them without making their child feel they aren’t emotionally supported. Kaiser knows this is hard for parents to do, but she says having a collaborative relationship established ahead of time will make it easier.\u003c/p>\n\u003cp>\u003cstrong>It’s All About Resilience\u003c/strong>\u003c/p>\n\u003cp>After Brianna got help with her depression at the James Morehouse Project, she also developed coping strategies for her anxiety. She still gets panic attacks sometimes, but now she knows how to handle them. And she’s headed to community college in the fall, a new phase of life that excites her.\u003c/p>\n\u003cp>James Morehouse Project director Jenn Rader says it’s no surprise students are anxious in today’s world. Her students are dealing with a lot of trauma from the world around them. Their families are struggling to make ends meet in an economy that is increasingly unequal. They are worried about their futures in an insecure world. Many feel that if they aren’t perfect, they’ve failed. And they’re constantly comparing themselves to others on social media. They are terrified of school shootings, immigration raids, violence in their neighborhoods, and even not getting into a good college.\u003c/p>\n\u003cp>Nina Kaiser says she’s seeing patients with serious anxiety at younger and younger ages. She’s even started an anxiety group, called \u003ca href=\"http://practicesanfrancisco.com/mighty-minds/\">Mighty Minds\u003c/a>, with elementary school-aged children to help kids build up the resilience they’ll need to face middle and high school stress before they get there.\u003c/p>\n\u003cp>“Why are we waiting until kids are already struggling? These are really life skills. The ability to calm yourself down, to notice when you’re feeling stressed. I’m practically 40 years old. These are still skills that I’m practicing day by day.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She hopes with these tools available to them, kids will have skills to fall back on when they run up against adversity.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-can-schools-help-kids-with-anxiety/id1078765985?i=1000447318381\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=63336182&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/752668336:752668338\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/6Ije5j538NaX2QY185gkOV\"> via Spotify\u003c/a>\u003c/h4>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On a sunny day in early June, 12 young people received their high school diplomas at a moving ceremony at the Oakland Museum of California. Graduations are always full of emotion and excitement, but this one was a little different because these young people dropped out of high school, but came back to get their diplomas. The friends and loved ones gathered to celebrate their achievement knew exactly how hard they had worked for this moment and the obstacles they’d overcome.\u003c/p>\n\u003cp>“When I came here, you know, I wasn’t ready,” said Jorge Plata Zuniga in a speech from the stage. “I dropped out in ‘07. I dropped out of high school. Came back 2016, I wasn’t prepared. I overcame my obstacles, you know, and I did it.”\u003c/p>\n\u003cp>They are graduates of \u003ca href=\"https://www.cvcorps.org/\" target=\"_blank\" rel=\"noopener\">Civicorps Corpsmember Academy\u003c/a>, a program for 18-to-26-year-olds who have recommitted to getting a diploma despite a range of academic experiences. Some come back to school at a fourth-grade level, while others are just a few credits short of graduating from their original high school. No matter their level, Civicorps focuses on supporting their physical, emotional and mental health needs in addition to coaching them academically.\u003c/p>\n\u003cp>“High school dropout is a label I’m thankful to tear off me as a person,” said Jeremy Ward during his graduation speech. For many of these graduates, getting a diploma felt like an insurmountable challenge.\u003c/p>\n\u003cp>About 40 percent of Civicorps students are homeless, some have been involved in the criminal justice system, and others are young parents, all barriers to completing their degrees. At Civicorps, they participate in \u003ca href=\"https://www.cvcorps.org/what-we-do/job-training/\" target=\"_blank\" rel=\"noopener\">outdoor conservation work\u003c/a>, doing things like clearing brush and maintaining trails for the regional parks, while completing their academics. That means they get paid while they’re in school, often an important requirement for people who have to support themselves and their families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I never thought I’d see the day; I’m not gonna lie,” said Antoine Marigny. “It’s an unbelievable feeling. I never thought I could do it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/dropping-out-coming-back-stories-persevering-for-diploma/id1078765985?i=1000424195807\" target=\"_blank\" rel=\"noopener\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dp464lz64dimwh54cz4ikpjojwu?t=Dropping_Out_and_Coming_Back_Stories_of_Persevering_for_a_Diploma-MindShift_Podcast\" target=\"_blank\" rel=\"noopener\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/669511148:669511150\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=57321989&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/1t5sHJHVid31ClxfJhV44W\">Spotify\u003c/a> or wherever you get your podcasts to hear three Civicorps graduates share their stories: why they didn’t graduate high school, what convinced them to come back to school, and how they made it through.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a sunny day in early June, 12 young people received their high school diplomas at a moving ceremony at the Oakland Museum of California. Graduations are always full of emotion and excitement, but this one was a little different because these young people dropped out of high school, but came back to get their diplomas. The friends and loved ones gathered to celebrate their achievement knew exactly how hard they had worked for this moment and the obstacles they’d overcome.\u003c/p>\n\u003cp>“When I came here, you know, I wasn’t ready,” said Jorge Plata Zuniga in a speech from the stage. “I dropped out in ‘07. I dropped out of high school. Came back 2016, I wasn’t prepared. I overcame my obstacles, you know, and I did it.”\u003c/p>\n\u003cp>They are graduates of \u003ca href=\"https://www.cvcorps.org/\" target=\"_blank\" rel=\"noopener\">Civicorps Corpsmember Academy\u003c/a>, a program for 18-to-26-year-olds who have recommitted to getting a diploma despite a range of academic experiences. Some come back to school at a fourth-grade level, while others are just a few credits short of graduating from their original high school. No matter their level, Civicorps focuses on supporting their physical, emotional and mental health needs in addition to coaching them academically.\u003c/p>\n\u003cp>“High school dropout is a label I’m thankful to tear off me as a person,” said Jeremy Ward during his graduation speech. For many of these graduates, getting a diploma felt like an insurmountable challenge.\u003c/p>\n\u003cp>About 40 percent of Civicorps students are homeless, some have been involved in the criminal justice system, and others are young parents, all barriers to completing their degrees. At Civicorps, they participate in \u003ca href=\"https://www.cvcorps.org/what-we-do/job-training/\" target=\"_blank\" rel=\"noopener\">outdoor conservation work\u003c/a>, doing things like clearing brush and maintaining trails for the regional parks, while completing their academics. That means they get paid while they’re in school, often an important requirement for people who have to support themselves and their families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I never thought I’d see the day; I’m not gonna lie,” said Antoine Marigny. “It’s an unbelievable feeling. I never thought I could do it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/dropping-out-coming-back-stories-persevering-for-diploma/id1078765985?i=1000424195807\" target=\"_blank\" rel=\"noopener\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dp464lz64dimwh54cz4ikpjojwu?t=Dropping_Out_and_Coming_Back_Stories_of_Persevering_for_a_Diploma-MindShift_Podcast\" target=\"_blank\" rel=\"noopener\">Google Play\u003c/a>, \u003ca href=\"https://one.npr.org/i/669511148:669511150\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=57321989&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/1t5sHJHVid31ClxfJhV44W\">Spotify\u003c/a> or wherever you get your podcasts to hear three Civicorps graduates share their stories: why they didn’t graduate high school, what convinced them to come back to school, and how they made it through.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Roberto Vega has taught at schools all over Los Angeles, but when he came to \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\" rel=\"noopener\">Social Justice Humanitas Academy\u003c/a> he knew he’d found something special. Everything about how the school is structured and run is done with the best interests of students in mind. He liked it so much he decided to pull his son out of a popular high school located on a college campus and send him to Humanitas.\u003c/p>\n\u003cp>“I brought him here for 11th grade and immediately my wife noticed a difference,” Vega said. “She goes, ‘You know it’s weird, he doesn’t want to wear his hoodie anymore.’ He just seemed happier. He really came out of his shell. He got to showcase himself a lot more in the AP classes. He really did thrive here.”\u003c/p>\n\u003cp>Vega thinks that’s because of great teaching, but also the underlying \u003ca href=\"http://www.sjhumanitas.org/about-us\" target=\"_blank\" rel=\"noopener\">vision of this school\u003c/a>: help students become the best version of themselves. With that vision guiding every decision — from how to support students on academic probation, to hiring — Social Justice Humanitas has built a school where teachers’ voices are central, and everyone is looking out for one another.\u003c/p>\n\u003cp>The school and the systems that govern it were \u003ca href=\"https://www.kqed.org/mindshift/35819/what-a-teacher-powered-school-looks-like\" target=\"_blank\" rel=\"noopener\">designed by teachers\u003c/a> and have been led by them from the beginning. The founding group of teachers were tired of being told what to do and how to do it by people who were not in the classroom. They felt they knew what their students needed if only the administration would support them to do it.\u003c/p>\n\u003cp>“A lot of times in education, as teachers, we’ve been taught to wait for someone above us to tell us what to do,” said Jeff Austin, a founding teacher. “And make your plans according to the district or the state, and we were just like, we want to make plans according to our students.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of systems woven together to help students here succeed. They have a robust \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a> program, grade-level teaching teams, office hours when kids can get extra support, a fully integrated model for English language learners and special needs students to learn alongside their peers, and a \u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\">strong school culture\u003c/a>.\u003c/p>\n\u003cp>Students can feel the difference.\u003c/p>\n\u003cp>“It feels like a family because there’s a lot of people who care about you,” said Davis Tacún. “In a family everybody looks out for each other and that’s how it feels here. Everyone’s connected and no one is really isolated.”\u003c/p>\n\u003cp>Other students said they felt they could be themselves. They could trust and talk to their teachers, and they had spaces to open up about the difficult things in their lives. All of this enables Social Justice Humanitas to have a graduation rate \u003ca href=\"https://projects.propublica.org/miseducation/school/062271012895\" target=\"_blank\" rel=\"noopener\">consistently over 90 percent\u003c/a>, even though the rest of Los Angeles Unified is only at 77 percent. Even more impressive, a majority of students graduate with the classes they need to go to college, and about 94 percent of them do go on to college. They’re getting those results in spite of the fact that almost 90 percent of students here live in poverty.\u003c/p>\n\u003cp>“What has made us successful, and I think a lot of people are starting to listen, is the huggy-touchy stuff,” said Jose Luis Navarro IV, the founding principal of the school. “The stuff that freaks people out. Adults making themselves vulnerable. Building real relationships.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-teachers-designed-school-centered-on-caring-relationships/id1078765985?i=1000423290746\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Do7tciidrsphno3oginxin6hd3i?t=How_Teachers_Designed_a_School_Centered_On_Caring_Relationships-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/664606097:664606099\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=57085763&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/12kueZ8vYyj1JfSAD6Xc3l\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts to hear what love sounds like in the hallways and classrooms of Social Justice Humanitas Academy, a school that’s getting results with kids who are often on the losing side of the achievement gap.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Roberto Vega has taught at schools all over Los Angeles, but when he came to \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\" rel=\"noopener\">Social Justice Humanitas Academy\u003c/a> he knew he’d found something special. Everything about how the school is structured and run is done with the best interests of students in mind. He liked it so much he decided to pull his son out of a popular high school located on a college campus and send him to Humanitas.\u003c/p>\n\u003cp>“I brought him here for 11th grade and immediately my wife noticed a difference,” Vega said. “She goes, ‘You know it’s weird, he doesn’t want to wear his hoodie anymore.’ He just seemed happier. He really came out of his shell. He got to showcase himself a lot more in the AP classes. He really did thrive here.”\u003c/p>\n\u003cp>Vega thinks that’s because of great teaching, but also the underlying \u003ca href=\"http://www.sjhumanitas.org/about-us\" target=\"_blank\" rel=\"noopener\">vision of this school\u003c/a>: help students become the best version of themselves. With that vision guiding every decision — from how to support students on academic probation, to hiring — Social Justice Humanitas has built a school where teachers’ voices are central, and everyone is looking out for one another.\u003c/p>\n\u003cp>The school and the systems that govern it were \u003ca href=\"https://www.kqed.org/mindshift/35819/what-a-teacher-powered-school-looks-like\" target=\"_blank\" rel=\"noopener\">designed by teachers\u003c/a> and have been led by them from the beginning. The founding group of teachers were tired of being told what to do and how to do it by people who were not in the classroom. They felt they knew what their students needed if only the administration would support them to do it.\u003c/p>\n\u003cp>“A lot of times in education, as teachers, we’ve been taught to wait for someone above us to tell us what to do,” said Jeff Austin, a founding teacher. “And make your plans according to the district or the state, and we were just like, we want to make plans according to our students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a lot of systems woven together to help students here succeed. They have a robust \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a> program, grade-level teaching teams, office hours when kids can get extra support, a fully integrated model for English language learners and special needs students to learn alongside their peers, and a \u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\">strong school culture\u003c/a>.\u003c/p>\n\u003cp>Students can feel the difference.\u003c/p>\n\u003cp>“It feels like a family because there’s a lot of people who care about you,” said Davis Tacún. “In a family everybody looks out for each other and that’s how it feels here. Everyone’s connected and no one is really isolated.”\u003c/p>\n\u003cp>Other students said they felt they could be themselves. They could trust and talk to their teachers, and they had spaces to open up about the difficult things in their lives. All of this enables Social Justice Humanitas to have a graduation rate \u003ca href=\"https://projects.propublica.org/miseducation/school/062271012895\" target=\"_blank\" rel=\"noopener\">consistently over 90 percent\u003c/a>, even though the rest of Los Angeles Unified is only at 77 percent. Even more impressive, a majority of students graduate with the classes they need to go to college, and about 94 percent of them do go on to college. They’re getting those results in spite of the fact that almost 90 percent of students here live in poverty.\u003c/p>\n\u003cp>“What has made us successful, and I think a lot of people are starting to listen, is the huggy-touchy stuff,” said Jose Luis Navarro IV, the founding principal of the school. “The stuff that freaks people out. Adults making themselves vulnerable. Building real relationships.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-teachers-designed-school-centered-on-caring-relationships/id1078765985?i=1000423290746\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Do7tciidrsphno3oginxin6hd3i?t=How_Teachers_Designed_a_School_Centered_On_Caring_Relationships-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/664606097:664606099\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=57085763&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/12kueZ8vYyj1JfSAD6Xc3l\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts to hear what love sounds like in the hallways and classrooms of Social Justice Humanitas Academy, a school that’s getting results with kids who are often on the losing side of the achievement gap.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">When kids live in violence-prone neighborhoods, the environment can enable trauma in their lives. The\u003ca href=\"https://rysecenter.org/\"> RYSE Center\u003c/a> in Richmond, California, is seeking to change the community’s culture by providing something to young people that’s sometimes missing in their schools and home lives: love and support. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">The youth center is intentional about listening to the young people it serves, which means providing services far beyond typical after-school activities. In addition to offering classes, computer labs, recording studios, community garden, free food and a place to hang out until it closes at 8pm, RYSE spreads a culture of caring by showing youths what it means to care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we ask, ‘How are you doing?’ we really want to know,” said Kanwarpal Dhaliwal, RYSE’s associate director. \u003c/span>\u003cspan style=\"font-weight: 400\">“We are a witness and we are validating and we also, when it makes sense, want to push and challenge you with love to think about what could be different and what agency might you have even in a world where everything is sort of forced and you don’t have much control.”\u003c/span>\u003c/p>\n\u003cp>Gemikia Henderson and Dalia Ramos came to RYSE as teenagers about seven years ago. Gemikia came reluctantly for an internship and Dalia was looking for a place to be during the long hours after school. They were assigned to be “balance buddies” who check in on one another on a regular basis. Their experiences with mentors and peers at RYSE helped open them up to the possibilities in their world.\u003c/p>\n\u003cp>\u003cspan class=\"s1\">Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-role-of-community-in-creating-and-healing-trauma-in-kids/id1078765985?i=1000422423700\">Apple Podcasts\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Dkrbil37mczzamp5zpgwhkyoq2q?t=The_Role_of_Community_in_Creating_and_Healing_Trauma_in_Kids-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4JGsyBHcxcZsOLsDx91Xgk\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=56852980&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts to hear how the RYSE Center is teaching a generation of young people — and adults — what it means to have a path for improvement for themselves and their community. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At RYSE we want to build that with each person but also collectively and in our community so we’re building loving power in \u003c/span>\u003cspan style=\"font-weight: 400\">a way that really shift the conditions that brought about RYSE,” said Dhaliwal.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many people have experienced some kind of trauma in their childhood, such as loss of a caregiver, substance abuse in the home, homelessness or abuse. There are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\">\u003cspan style=\"font-weight: 400\">ten types of “Adverse Childhood Experiences”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that were identified in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/9635069\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in the 1990s. The total number of childhood traumas someone has experienced determines their \u003ca href=\"https://acestoohigh.com/aces-101/\">ACE score\u003c/a>. About 2/3s of the people in the groundbreaking study had at least one ACE, but the researchers also found higher rates of adult physical and mental illness associated with the amount of trauma people experienced as children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the impact of trauma can be tempered with interventions, including\u003c/span> \u003cspan style=\"font-weight: 400\">ones that focus on building and repairing relationships with adults. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Residents of Butte County, California, have some of the \u003c/span>\u003ca href=\"https://www.kidsdata.org/topic/1969/aces-brfss/table#fmt=2486&loc=2,127,2146,331,171,2148,345,357,324,362,364,356,217,328,354,320,334,365,343,367,344,366,368,265,349,361,4,273,59,370,326,341,338,350,359,363,340&tf=91&ch=89,90,1273,1256,1274,1259\">\u003cspan style=\"font-weight: 400\">highest ACE scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the state. Public health and social services employees aren’t sure why this is, but cite poverty due to a lack of jobs, and high rates of methamphetamine addiction in the 1990s. The county’s office of education took extraordinary steps to address kids’ needs by taking a \u003c/span>\u003ca href=\"http://www.pusdk12.org/Departments/Student-Services/\">\u003cspan style=\"font-weight: 400\">trauma-informed approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to educating students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children have to be healthy enough to learn,” said child psychiatrist and Stanford professor \u003c/span>\u003ca href=\"https://profiles.stanford.edu/shashank-joshi\">\u003cspan style=\"font-weight: 400\">Shashank Joshi\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s something that all school districts can agree on. And mental health is part of overall health.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Honey Run Academy in Paradise, California, principal Dena Kapsalis and her staff are careful not to assume anything about their students — what kinds of homes they come from, or even that they have homes. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it is the case that a student is homeless, which Kapsalis said is common, she and her staff consider this when acknowledging a student. “We know that there’s nobody getting you up in the morning. We know that you’re on your own and yet you’re here,” said Kapsalis. “It’s five minutes before the school starts. That tells us that you want to be a student today that tells us you want to be successful today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school’s environment is built from the idea that each student is an individual and that every interaction is significant. Even a student’s added selection of fruit with a meal is recognized. Multiply those moments over the course of a day, a week, a month and you start to see children growing healthy enough to learn. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TRAUMA AND PARENTS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a parent, Sabrina Hanes, 33, is conscientious of the experiences she wants to pass on to her daughter, Aroara. She experienced a lot of pain, violence and neglect growing up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a score of 8 and that’s huge,” said Hanes, referring to her Adverse Childhood Experiences score. “But here I am still, I’m doing it. I’m making it work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she first learned she was pregnant, a doctor recommended she seek services from \u003c/span>\u003ca href=\"http://www.youth4change.org/\">\u003cspan style=\"font-weight: 400\">Youth for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit in Paradise that, among other things, helps kids and adults who’ve had serious childhood trauma. For years, she took advantage of their parenting classes and child development offerings. These days, she and her daughter participate in \u003c/span>\u003ca href=\"https://pcit.ucdavis.edu/about-us/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of therapy, which focuses on improving \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">communication\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> between parent and child, has been proven to help with behaviors like tantrums and aggression in kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hear how staff and teachers work with kids who’ve experienced serious trauma, and how Sabrina and Aroara heal together on the latest episode of the MindShift Podcast. Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/overcoming-childhood-trauma-how-parents-schools-work/id1078765985?i=1000420403489\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Dkpyzxitk6kq2smdvdf433bxq24?t=Overcoming_Childhood_Trauma_How_Parents_and_Schools_Work_to_Stop_the_Cycle-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>,\u003c/a> \u003ca href=\"https://one.npr.org/i/651368706:651368708\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=56412562&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0TUtUZQDV88R02iw0XmNSL\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced as a project for the \u003ca href=\"https://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">USC Center for Health Journalism\u003c/a>’s California Fellowship. \u003cspan style=\"font-weight: 400\">You can also learn more about Sabrina and Aroara Hanes in this\u003ca href=\"https://www.kqed.org/news/11687798/childhood-trauma-can-mean-early-death-this-california-mom-wants-to-beat-the-odds\"> California Report\u003c/a> story. \u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many people have experienced some kind of trauma in their childhood, such as loss of a caregiver, substance abuse in the home, homelessness or abuse. There are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\">\u003cspan style=\"font-weight: 400\">ten types of “Adverse Childhood Experiences”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that were identified in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/9635069\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in the 1990s. The total number of childhood traumas someone has experienced determines their \u003ca href=\"https://acestoohigh.com/aces-101/\">ACE score\u003c/a>. About 2/3s of the people in the groundbreaking study had at least one ACE, but the researchers also found higher rates of adult physical and mental illness associated with the amount of trauma people experienced as children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the impact of trauma can be tempered with interventions, including\u003c/span> \u003cspan style=\"font-weight: 400\">ones that focus on building and repairing relationships with adults. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Residents of Butte County, California, have some of the \u003c/span>\u003ca href=\"https://www.kidsdata.org/topic/1969/aces-brfss/table#fmt=2486&loc=2,127,2146,331,171,2148,345,357,324,362,364,356,217,328,354,320,334,365,343,367,344,366,368,265,349,361,4,273,59,370,326,341,338,350,359,363,340&tf=91&ch=89,90,1273,1256,1274,1259\">\u003cspan style=\"font-weight: 400\">highest ACE scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the state. Public health and social services employees aren’t sure why this is, but cite poverty due to a lack of jobs, and high rates of methamphetamine addiction in the 1990s. The county’s office of education took extraordinary steps to address kids’ needs by taking a \u003c/span>\u003ca href=\"http://www.pusdk12.org/Departments/Student-Services/\">\u003cspan style=\"font-weight: 400\">trauma-informed approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to educating students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children have to be healthy enough to learn,” said child psychiatrist and Stanford professor \u003c/span>\u003ca href=\"https://profiles.stanford.edu/shashank-joshi\">\u003cspan style=\"font-weight: 400\">Shashank Joshi\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s something that all school districts can agree on. And mental health is part of overall health.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Honey Run Academy in Paradise, California, principal Dena Kapsalis and her staff are careful not to assume anything about their students — what kinds of homes they come from, or even that they have homes. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it is the case that a student is homeless, which Kapsalis said is common, she and her staff consider this when acknowledging a student. “We know that there’s nobody getting you up in the morning. We know that you’re on your own and yet you’re here,” said Kapsalis. “It’s five minutes before the school starts. That tells us that you want to be a student today that tells us you want to be successful today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school’s environment is built from the idea that each student is an individual and that every interaction is significant. Even a student’s added selection of fruit with a meal is recognized. Multiply those moments over the course of a day, a week, a month and you start to see children growing healthy enough to learn. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TRAUMA AND PARENTS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a parent, Sabrina Hanes, 33, is conscientious of the experiences she wants to pass on to her daughter, Aroara. She experienced a lot of pain, violence and neglect growing up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a score of 8 and that’s huge,” said Hanes, referring to her Adverse Childhood Experiences score. “But here I am still, I’m doing it. I’m making it work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she first learned she was pregnant, a doctor recommended she seek services from \u003c/span>\u003ca href=\"http://www.youth4change.org/\">\u003cspan style=\"font-weight: 400\">Youth for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit in Paradise that, among other things, helps kids and adults who’ve had serious childhood trauma. For years, she took advantage of their parenting classes and child development offerings. These days, she and her daughter participate in \u003c/span>\u003ca href=\"https://pcit.ucdavis.edu/about-us/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of therapy, which focuses on improving \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">communication\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> between parent and child, has been proven to help with behaviors like tantrums and aggression in kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hear how staff and teachers work with kids who’ve experienced serious trauma, and how Sabrina and Aroara heal together on the latest episode of the MindShift Podcast. Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/overcoming-childhood-trauma-how-parents-schools-work/id1078765985?i=1000420403489\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Dkpyzxitk6kq2smdvdf433bxq24?t=Overcoming_Childhood_Trauma_How_Parents_and_Schools_Work_to_Stop_the_Cycle-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>,\u003c/a> \u003ca href=\"https://one.npr.org/i/651368706:651368708\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=56412562&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0TUtUZQDV88R02iw0XmNSL\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced as a project for the \u003ca href=\"https://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">USC Center for Health Journalism\u003c/a>’s California Fellowship. \u003cspan style=\"font-weight: 400\">You can also learn more about Sabrina and Aroara Hanes in this\u003ca href=\"https://www.kqed.org/news/11687798/childhood-trauma-can-mean-early-death-this-california-mom-wants-to-beat-the-odds\"> California Report\u003c/a> story. \u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p2\">\u003cspan class=\"s1\">High school is an important time in the life of any teen: hormones are raging, social cliques are forming and the pressure is on to develop a college résumé. Teens gain more independence as they get older, but adults also expect more from teens without providing as much of the nurturing and guidance of their earlier years. Starting high school is a big transition and, it turns out, the ninth is grade a pivotal moment for teens’ potential success or failure in high school. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">When students enter ninth grade at a traditional high school, they experience “ninth grade shock.” Kids experience a “dramatic drop” in their academic performance once they transition to high school, according to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">research\u003c/a> conducted by Nikolas Pharris-Ciurej while at the University of Washington. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">The differences are understandable in this period of change — in addition to adjusting to a bigger school environment, students are faced with more rigorous coursework that carry greater consequences. Many students get back on track and recover, but researchers have found that students who fail courses in the ninth grade have a harder time recovering and making up those credits; catching up to their peers becomes more difficult and these students face a greater risk of dropping out of high school.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">At \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California, educators are combatting “ninth grade shock” by developing the kind of community kids don’t want to miss. To create this environment, the public school applies strategies that are centered around relationship-building and meaningful work. Students enter the school belonging to a “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">house\u003c/a>,” which is comprised of about 110 students, to help carve out smaller learning communities on this campus of about 1,400 kids. Students learn four core subjects (math, social science, English Language Arts and science) together within their house, and those subjects are taught by the same four teachers for both ninth and tenth grade. \u003c/span>\u003cspan class=\"s1\">Students also stay in the same advisory for both years. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> These four core subject teachers meet several times a week to discuss each student’s academic progress and personal dilemmas. Through sharing what they know about each student within their house, this team of teachers can see multiple sides of a student, not just what that child’s performance is in one subject. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_52154\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-52154\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/HillsdaleHigh-26-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what’s going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“Since we’re sharing kids, nothing really gets through the cracks,” said House Marrakech social sciences teacher Danielle Robledo last spring. “We celebrate together we grieve together. We are a team with this one group of kids for two years and so you get to know people.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">But for all the support systems Hillsdale has in place, kids still have challenges that can get in the way of learning. Hear how student Jeffery Aragon overcame some of the failures he experienced in the ninth grade to find success as a high school junior. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/why-ninth-grade-can-be-a-big-shock-for-high-school-students/id1078765985?i=1000419581460\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Diii77oqsrojr6pnv64xa2kk6w4?t=Why_Ninth_Grade_Can_Be_a_Big_Shock_For_High_School_Students-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/646951678:646951680\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4V5hm5iscNKfKLvbO9jXQX\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=56219087&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cspan class=\"s1\">High school is an important time in the life of any teen: hormones are raging, social cliques are forming and the pressure is on to develop a college résumé. Teens gain more independence as they get older, but adults also expect more from teens without providing as much of the nurturing and guidance of their earlier years. Starting high school is a big transition and, it turns out, the ninth is grade a pivotal moment for teens’ potential success or failure in high school. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">When students enter ninth grade at a traditional high school, they experience “ninth grade shock.” Kids experience a “dramatic drop” in their academic performance once they transition to high school, according to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">research\u003c/a> conducted by Nikolas Pharris-Ciurej while at the University of Washington. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">The differences are understandable in this period of change — in addition to adjusting to a bigger school environment, students are faced with more rigorous coursework that carry greater consequences. Many students get back on track and recover, but researchers have found that students who fail courses in the ninth grade have a harder time recovering and making up those credits; catching up to their peers becomes more difficult and these students face a greater risk of dropping out of high school.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">At \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California, educators are combatting “ninth grade shock” by developing the kind of community kids don’t want to miss. To create this environment, the public school applies strategies that are centered around relationship-building and meaningful work. Students enter the school belonging to a “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">house\u003c/a>,” which is comprised of about 110 students, to help carve out smaller learning communities on this campus of about 1,400 kids. Students learn four core subjects (math, social science, English Language Arts and science) together within their house, and those subjects are taught by the same four teachers for both ninth and tenth grade. \u003c/span>\u003cspan class=\"s1\">Students also stay in the same advisory for both years. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> These four core subject teachers meet several times a week to discuss each student’s academic progress and personal dilemmas. Through sharing what they know about each student within their house, this team of teachers can see multiple sides of a student, not just what that child’s performance is in one subject. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_52154\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-52154\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/HillsdaleHigh-26-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what’s going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“Since we’re sharing kids, nothing really gets through the cracks,” said House Marrakech social sciences teacher Danielle Robledo last spring. “We celebrate together we grieve together. We are a team with this one group of kids for two years and so you get to know people.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">But for all the support systems Hillsdale has in place, kids still have challenges that can get in the way of learning. Hear how student Jeffery Aragon overcame some of the failures he experienced in the ninth grade to find success as a high school junior. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/why-ninth-grade-can-be-a-big-shock-for-high-school-students/id1078765985?i=1000419581460\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Diii77oqsrojr6pnv64xa2kk6w4?t=Why_Ninth_Grade_Can_Be_a_Big_Shock_For_High_School_Students-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/646951678:646951680\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4V5hm5iscNKfKLvbO9jXQX\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=56219087&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When parents are attentive to what their child is learning at school, supporting their learning at home, and generally advocating for them, \u003ca href=\"http://msan.wceruw.org/documents/resources_for_educators/Relationships/Relation%20Parental%20Involvement%20and%20Secondary%20Studnet%20Achievement.pdf\" target=\"_blank\" rel=\"noopener\">academic outcomes for the child improve\u003c/a>. But getting parents engaged with school is often a big challenge, which is why so many schools and districts are trying to move beyond traditional models of parent engagement. Some are offering \u003ca href=\"http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx\" target=\"_blank\" rel=\"noopener\">wraparound services\u003c/a> like health care at school sites, while others offer English classes or parenting seminars to entice parents to campus where they can hope for more face-to-face time with them.\u003c/p>\n\u003cp>But efforts focused around getting parents to come to school may not be the most effective.\u003c/p>\n\u003cp>One of Yesenia Ramirez’s six daughters was reading at a second-grade level when she was in the seventh grade. The girl was having difficulty accessing the material so she acted out in class.\u003c/p>\n\u003cp>Then her reading teacher, Mr. Ford, visited the family at home. He listened to Yesenia Ramirez’s concerns about her daughter and helped her develop an action plan; and everything turned around.\u003c/p>\n\u003cp>“It was the best gift I’ve ever received when it comes to my children’s education because he taught me how I needed to be an advocate for my children,” Ramirez said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This experience inspired Ramirez to start the \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\" rel=\"noopener\">Parent Teacher Home Visits project\u003c/a> training teachers around the country in the model. She passionately believes that home visits go a long way to build trust between teachers and families. Ramirez says the teachers she trains (in 20 states) are almost always hesitant at first, but she works hard to help them see the value in home visits.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN A SCHOOL CONTACT\u003c/strong>\u003c/p>\n\u003cp>Pam Buric teaches newcomer English Language Learners at \u003ca href=\"https://lutherburbank.scusd.edu/\" target=\"_blank\" rel=\"noopener\">Luther Burbank High School\u003c/a> in Sacramento. Recently she has had several newly arrived families from Afghanistan. When she visited the family of her student, Ruhullah Masomee, she not only met his parents, but also his three siblings. During the visit Buric told Ruhullah’s family how hard he was working and how much his English has improved. His parents asked if he was using his cellphone in class and how they could help him at home. At the end of the visit, Buric gave Ruhullah’s father her card so that he has a specific contact at the school. Making sure parents have this kind of personal connection is one of the goals of the home visit. The hope is that if anything comes up for the student that the school should know about, family members will feel more comfortable reaching out.\u003c/p>\n\u003cp>Buric’s colleague at Luther Burbank, Jennifer Adkins, was a bit more skeptical of home visits. Before coming to Luther Burbank, a school with more than 1,700 students, the majority of whom receive free and reduced price meals, Adkins taught at two private K-8 schools. In that setting, parents weren’t just involved, they were intrusive. They emailed and called her at all hours and showed up at her classroom in the middle of the day. She’s happy to have a conversation about a child’s progress, but found the constant bombardment from parents overbearing. When she heard about the home visit program at Luther Burbank she was not interested in participating.\u003c/p>\n\u003cp>A colleague finally convinced Adkins to give home visits a try. At the training, she learned the five non-negotiable rules of the program:\u003c/p>\n\u003col>\n\u003cli>The program is voluntary for teachers.\u003c/li>\n\u003cli>Teachers go in pairs.\u003c/li>\n\u003cli>Teachers make sure the parents agree to the visit by making an appointment and following up before arriving.\u003c/li>\n\u003cli>Teachers focus on the family’s hopes and dreams for their child.\u003c/li>\n\u003cli>Any student can get a home visit, so it doesn’t become a stigma.\u003c/li>\n\u003c/ol>\n\u003cp>“I was a little scared and intimidated,” Adkins said. She worried the parents wouldn’t want her in their home and was skeptical that the visit would really make a difference for her student, Hernan. For his part, Hernan thought Adkins was there to tell on him.\u003c/p>\n\u003cp>“I actually felt like she was going to tell them bad things about me because I wasn’t doing too well at that time,” Hernan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the rest of Hernan and Adkins’ story on the first episode of Season 3 of the\u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\" target=\"_blank\" rel=\"noopener\"> MindShift podcast\u003c/a>. You’ll hear more about why teachers and parents are skeptical of home visits and get to go along on one with us! Find it on\u003ca href=\"https://podcasts.apple.com/us/podcast/can-inviting-teachers-over-to-your-home-improve-how/id1078765985?i=1000418648673\">\u003cstrong> Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dbr7iyd7xrmpj63gqeiniq2lhz4?t=Can_Inviting_Teachers_Over_to_Your_Home_Improve_How_Kids_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=55979919&autoplay=1\">\u003cstrong>Stitcher\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1330lXqgTanR7s6VXqi0Ii\">Spotify\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/642491926:642491928\">\u003cstrong>NPR One\u003c/strong>\u003c/a> or anywhere you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This experience inspired Ramirez to start the \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\" rel=\"noopener\">Parent Teacher Home Visits project\u003c/a> training teachers around the country in the model. She passionately believes that home visits go a long way to build trust between teachers and families. Ramirez says the teachers she trains (in 20 states) are almost always hesitant at first, but she works hard to help them see the value in home visits.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN A SCHOOL CONTACT\u003c/strong>\u003c/p>\n\u003cp>Pam Buric teaches newcomer English Language Learners at \u003ca href=\"https://lutherburbank.scusd.edu/\" target=\"_blank\" rel=\"noopener\">Luther Burbank High School\u003c/a> in Sacramento. Recently she has had several newly arrived families from Afghanistan. When she visited the family of her student, Ruhullah Masomee, she not only met his parents, but also his three siblings. During the visit Buric told Ruhullah’s family how hard he was working and how much his English has improved. His parents asked if he was using his cellphone in class and how they could help him at home. At the end of the visit, Buric gave Ruhullah’s father her card so that he has a specific contact at the school. Making sure parents have this kind of personal connection is one of the goals of the home visit. The hope is that if anything comes up for the student that the school should know about, family members will feel more comfortable reaching out.\u003c/p>\n\u003cp>Buric’s colleague at Luther Burbank, Jennifer Adkins, was a bit more skeptical of home visits. Before coming to Luther Burbank, a school with more than 1,700 students, the majority of whom receive free and reduced price meals, Adkins taught at two private K-8 schools. In that setting, parents weren’t just involved, they were intrusive. They emailed and called her at all hours and showed up at her classroom in the middle of the day. She’s happy to have a conversation about a child’s progress, but found the constant bombardment from parents overbearing. When she heard about the home visit program at Luther Burbank she was not interested in participating.\u003c/p>\n\u003cp>A colleague finally convinced Adkins to give home visits a try. At the training, she learned the five non-negotiable rules of the program:\u003c/p>\n\u003col>\n\u003cli>The program is voluntary for teachers.\u003c/li>\n\u003cli>Teachers go in pairs.\u003c/li>\n\u003cli>Teachers make sure the parents agree to the visit by making an appointment and following up before arriving.\u003c/li>\n\u003cli>Teachers focus on the family’s hopes and dreams for their child.\u003c/li>\n\u003cli>Any student can get a home visit, so it doesn’t become a stigma.\u003c/li>\n\u003c/ol>\n\u003cp>“I was a little scared and intimidated,” Adkins said. She worried the parents wouldn’t want her in their home and was skeptical that the visit would really make a difference for her student, Hernan. For his part, Hernan thought Adkins was there to tell on him.\u003c/p>\n\u003cp>“I actually felt like she was going to tell them bad things about me because I wasn’t doing too well at that time,” Hernan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the rest of Hernan and Adkins’ story on the first episode of Season 3 of the\u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\" target=\"_blank\" rel=\"noopener\"> MindShift podcast\u003c/a>. You’ll hear more about why teachers and parents are skeptical of home visits and get to go along on one with us! Find it on\u003ca href=\"https://podcasts.apple.com/us/podcast/can-inviting-teachers-over-to-your-home-improve-how/id1078765985?i=1000418648673\">\u003cstrong> Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dbr7iyd7xrmpj63gqeiniq2lhz4?t=Can_Inviting_Teachers_Over_to_Your_Home_Improve_How_Kids_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=55979919&autoplay=1\">\u003cstrong>Stitcher\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1330lXqgTanR7s6VXqi0Ii\">Spotify\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/642491926:642491928\">\u003cstrong>NPR One\u003c/strong>\u003c/a> or anywhere you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s that time of year! We’re back with new podcast episodes.\u003c/p>\n\u003cp>Emotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow.\u003c/p>\n\u003cp>Join us for new episodes beginning August 28!\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://rpb3r.app.goo.gl/rhsF\">NPR One\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>You can also catch up on earlier episodes that are still relevant today. Hear how middle school principal \u003cstrong>Michael Essien\u003c/strong> \u003ca href=\"https://www.kqed.org/mindshift/49123/a-whole-school-approach-to-behavior-issues\">transformed school discipline\u003c/a> by sending counselors to the classroom to help teachers with disruptive students, keeping kids in the classroom; hear former Stanford dean of freshmen \u003cstrong>Julie Lythcott-Haims\u003c/strong> talk about how \u003ca href=\"https://www.kqed.org/mindshift/49194/stepping-back-from-overparenting-a-stanford-deans-perspective\">overparenting is creating “existential impotence\u003c/a>” among young adults; and how students helped high school teacher \u003cstrong>Michael Godsey\u003c/strong> unlock a better way to read and learn English Language Arts \u003ca href=\"https://www.kqed.org/mindshift/49420/how-listening-to-podcasts-helps-students-read-and-learn\">through podcasts\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"excerpt": "Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.",
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"title": "Courage To Change: What It Takes to Shift to Restorative Discipline | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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