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"content": "\u003cp>Back in early spring, Khristan Yates worked as a quality assurance analyst at a marketing company and loved her job. \"I had one of the best jobs of my career,\" recalls Yates, 31, a resident of Chicago.\u003c/p>\n\u003cp>Yates, who's a mother of two children, had moved into a bigger apartment just before the pandemic hit because she wanted to give her kids more space. At the time, she felt like she was \"at the top of her world.\"\u003c/p>\n\u003cp>But as the economic effects of the pandemic hit the marketing industry among others, she lost her job in May.\u003c/p>\n\u003cp>Yates is among the 60% of households with children across the country that have lost jobs, or businesses, or have had wages reduced during the pandemic, according to a\u003ca href=\"https://drive.google.com/file/d/13Z9HD5V9_Ir7Udmlgqkw5aSVi_TLv0rF/view?usp=sharing\"> poll released Wednesday\u003c/a> by NPR, the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health.\u003c/p>\n\u003cp>The poll also found 74% of households with children that made less than $100,000 report facing serious financial problems.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We're seeing skyrocketing rates of job losses and food insecurity and stress,\" says \u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014TwO9AAK/anna-johnson\">Anna Johnson\u003c/a>, a developmental psychologist at Georgetown University. \"I think it will be very hard for these families who've lost income and jobs to get back to where they were. I think there will just be a lot of stress and turmoil in the household for the foreseeable future ... that takes a toll.\"\u003c/p>\n\u003cp>That toll isn't just on the parents, who're struggling to make ends meet, but also on their children, says Johnson.\u003c/p>\n\u003cp>With stressed-out parents at home, no school to escape to and a lack of in-person interaction with friends, children have fewer ways to cope with their circumstances, says psychologist \u003ca href=\"https://connects.catalyst.harvard.edu/Profiles/display/Person/141019\">Archana Basu\u003c/a> of the T.H. Chan Harvard School of Public Health. Neither Basu nor Johnson were involved with the poll.\u003c/p>\n\u003cp>Basu and Johnson worry that this may leave a lasting impact on kids' mental health and education. \"You have really big potential achievement gaps, really big potential mental health problems from isolation,\" says Johnson.\u003c/p>\n\u003cp>\u003cstrong>Financial strain and mounting stress\u003c/strong>\u003c/p>\n\u003cp>Since losing her job, Yates feels like \"everything was yanked from under me.\"\u003c/p>\n\u003cp>It wasn't long after she lost her job that she realized she had hardly any money for food. \"There was this moment I looked at my cabinet and said, 'Uh oh!' ... There was a couple of jars [of] peanut butter and some pasta with no sauce.\"\u003c/p>\n\u003cp>That's when she signed up for SNAP food benefits.\u003c/p>\n\u003cp>She now makes about $2,000 a month in unemployment, $1,300 of which goes to rent. Then there are utility bills, school supplies for her kids, Internet service to allow her children to attend school virtually and for her to keep searching for a new job.\u003c/p>\n\u003cp>Back when she was employed, she'd take her kids to a restaurant at least once a week, says Yates. \"And we would always rent a movie, and I'd always make sure they had these awesome experiences.\" Now, she says, she has no money to treat her kids with anything.\u003c/p>\n\u003cp>\"I went from having a very stable stream of income and being OK to being very not OK,\" she says.\u003c/p>\n\u003cp>Her anxiety has gone through the roof, she says. She struggles to get out of bed and there have been days when she forgot to eat.\u003c/p>\n\u003cp>\"I would make food for my children, of course, but when it came down to like me sitting down and eating, it didn't even register,\" says Yates, who is Black. \"So I would get up with headaches before the morning and [realize] 'oh well, you haven't eaten in two or three days. That's why your head is on fire.'\"\u003c/p>\n\u003cp>The NPR poll found the financial impact on families with children was disproportionately high for Hispanic and Black households: 86% of Hispanic and 66% of Black households with kids reported serious financial problems compared to 51% of white households.\u003c/p>\n\u003cp>For families of any race or ethnicity, a majority (59%) report having serious difficulties caring for their children. And 35% report they're having major troubles helping children adjust to the changes in their lives.\u003c/p>\n\u003cp>\u003cstrong>Kids acting out\u003c/strong>\u003c/p>\n\u003cp>Yates says her 7-year-old daughter and 9-year-old son are showing signs of being stressed. Before the pandemic, \"I didn't have really much of an issue with them doing chores,\" she says. \"Now, I have to play a lot of the mad mom card, complain and really strictly enforce stuff, where usually that was not the case.\"\u003c/p>\n\u003cp>Her son and daughter bicker more with each other lately, says Yates, and take less interest in school. \"As far as even getting them online to go to school, it is like pulling teeth. They don't want to do it. They're not engaged.\"\u003c/p>\n\u003cp>And, her own stress has affected her interaction with her children, she admits. \"I have yelled a few times and I've had to come back and go, 'Hey, mom should not have done that. I was wrong.'\"\u003c/p>\n\u003cp>Yates is not alone. Johnson has done her own research about the financial and emotional burden of the pandemic on families. She \u003ca href=\"https://www.georgetown.edu/news/covid-19-has-harmful-effects-on-children-in-low-income-families-researchers-find/\">recently surveyed\u003c/a> parents and teachers of 1,000 children in low income families in Tulsa, Okla., that she's been following since 2016.\u003c/p>\n\u003cp>Of the 600 parents who responded, she says, 60% said they've lost income due to job loss or reduced work hours and half said they were struggling to afford food. Twenty-five percent said they've been depressed since the pandemic started. And 16% reported yelling or snapping at their kids.\u003c/p>\n\u003cp>The parents in her study are also reporting that their \"kids are acting up,\" notes Johnson.\u003c/p>\n\u003cp>\"Imagine parents who are now scrambling to try to figure out how to have enough food for the household, for their kids,\" says Johnson. \"The parents are stressed. They're short tempered, irritable, frustrated, potentially resorting to kind of harsh disciplinary strategies. They're going to be distracted and tired.\"\u003c/p>\n\u003cp>Parental stress from financial hardship affects children's emotional well-being and cognitive development, says Basu.\u003c/p>\n\u003cp>\"Typically we know that children do best when they are with emotionally available, consistent and responsive caregivers, and that's what we know helps them,\" says Basu.\u003c/p>\n\u003cp>This is especially helpful during stressful situations, like this pandemic, when children are also experiencing a tremendous amount of change and transition.\u003c/p>\n\u003cp>\"They have their own experiences in terms of changes at school, losses related to peers, after-school programs and potentially increased stress at home,\" says Basu. \"They need adults to help them make sense of what they are already experiencing.\"\u003c/p>\n\u003cp>But if their parents are not as available emotionally, they are less able to see that their kids are struggling, too, she adds.\u003c/p>\n\u003cp>Symptoms of distress can manifest in many ways in children.\u003c/p>\n\u003cp>\"For example, increased worries in kids can look like somatic symptoms. So, changes in sleep and appetite are very common in children of all ages,\" she says.\u003c/p>\n\u003cp>Then there are behavioral problems, like parents that Johnson has surveyed are reporting.\u003c/p>\n\u003cp>\"This could look like, you know, increased fighting with siblings,\" says Basu. \"It could look like school refusal.\"\u003c/p>\n\u003cp>\u003cstrong>Potential long-term impacts\u003c/strong>\u003c/p>\n\u003cp>Johnson found a trend of kids not attending online school, in her survey of parents and teachers in Tulsa.\u003c/p>\n\u003cp>\"Twenty or 30% of [children] never had any contact with the teacher after the school closed,\" says Johnson. \"So you have like really big potential achievement gaps, really big potential mental health problems arising from isolation.\"\u003c/p>\n\u003cp>Johnson worries that these children and their families may not be able to bounce back quickly.\u003c/p>\n\u003cp>\"Could this course correct if everything goes back to school and everything opens up again in the next eight months to 12 months?\" Johnson says. \"Maybe. But they're going to have to be a lot of resources targeted just to these families to help them overcome what is probably a traumatic experience for them.\"\u003c/p>\n\u003cp>Yates worries about the toll this is taking on her children. She sees that her son, who is on the autism spectrum and needed a lot of one-on-one help from his teachers, isn't getting the same support through virtual learning. And devoid of all the in-person social interactions, he is more socially withdrawn these days.\u003c/p>\n\u003cp>\"He's the more outgoing of the two and now he's pulling back a lot,\" she says.\u003c/p>\n\u003cp>She can see her 7-year-old daughter's distress manifest in her withdrawal from school. \"She won't get online and she's just like, 'I don't care,' \" says Yates.\u003c/p>\n\u003cp>And she very much wants to help her but feels ill-equipped to do so.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I'm her mom, and she knows like she can tell me anything, but I'm not a trained therapist,\" says Yates. \"So, I feel like there are things I'm missing ... I know there's a hurt there, but I just don't know how to get to it. I don't know how to heal it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We're seeing skyrocketing rates of job losses and food insecurity and stress,\" says \u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014TwO9AAK/anna-johnson\">Anna Johnson\u003c/a>, a developmental psychologist at Georgetown University. \"I think it will be very hard for these families who've lost income and jobs to get back to where they were. I think there will just be a lot of stress and turmoil in the household for the foreseeable future ... that takes a toll.\"\u003c/p>\n\u003cp>That toll isn't just on the parents, who're struggling to make ends meet, but also on their children, says Johnson.\u003c/p>\n\u003cp>With stressed-out parents at home, no school to escape to and a lack of in-person interaction with friends, children have fewer ways to cope with their circumstances, says psychologist \u003ca href=\"https://connects.catalyst.harvard.edu/Profiles/display/Person/141019\">Archana Basu\u003c/a> of the T.H. Chan Harvard School of Public Health. Neither Basu nor Johnson were involved with the poll.\u003c/p>\n\u003cp>Basu and Johnson worry that this may leave a lasting impact on kids' mental health and education. \"You have really big potential achievement gaps, really big potential mental health problems from isolation,\" says Johnson.\u003c/p>\n\u003cp>\u003cstrong>Financial strain and mounting stress\u003c/strong>\u003c/p>\n\u003cp>Since losing her job, Yates feels like \"everything was yanked from under me.\"\u003c/p>\n\u003cp>It wasn't long after she lost her job that she realized she had hardly any money for food. \"There was this moment I looked at my cabinet and said, 'Uh oh!' ... There was a couple of jars [of] peanut butter and some pasta with no sauce.\"\u003c/p>\n\u003cp>That's when she signed up for SNAP food benefits.\u003c/p>\n\u003cp>She now makes about $2,000 a month in unemployment, $1,300 of which goes to rent. Then there are utility bills, school supplies for her kids, Internet service to allow her children to attend school virtually and for her to keep searching for a new job.\u003c/p>\n\u003cp>Back when she was employed, she'd take her kids to a restaurant at least once a week, says Yates. \"And we would always rent a movie, and I'd always make sure they had these awesome experiences.\" Now, she says, she has no money to treat her kids with anything.\u003c/p>\n\u003cp>\"I went from having a very stable stream of income and being OK to being very not OK,\" she says.\u003c/p>\n\u003cp>Her anxiety has gone through the roof, she says. She struggles to get out of bed and there have been days when she forgot to eat.\u003c/p>\n\u003cp>\"I would make food for my children, of course, but when it came down to like me sitting down and eating, it didn't even register,\" says Yates, who is Black. \"So I would get up with headaches before the morning and [realize] 'oh well, you haven't eaten in two or three days. That's why your head is on fire.'\"\u003c/p>\n\u003cp>The NPR poll found the financial impact on families with children was disproportionately high for Hispanic and Black households: 86% of Hispanic and 66% of Black households with kids reported serious financial problems compared to 51% of white households.\u003c/p>\n\u003cp>For families of any race or ethnicity, a majority (59%) report having serious difficulties caring for their children. And 35% report they're having major troubles helping children adjust to the changes in their lives.\u003c/p>\n\u003cp>\u003cstrong>Kids acting out\u003c/strong>\u003c/p>\n\u003cp>Yates says her 7-year-old daughter and 9-year-old son are showing signs of being stressed. Before the pandemic, \"I didn't have really much of an issue with them doing chores,\" she says. \"Now, I have to play a lot of the mad mom card, complain and really strictly enforce stuff, where usually that was not the case.\"\u003c/p>\n\u003cp>Her son and daughter bicker more with each other lately, says Yates, and take less interest in school. \"As far as even getting them online to go to school, it is like pulling teeth. They don't want to do it. They're not engaged.\"\u003c/p>\n\u003cp>And, her own stress has affected her interaction with her children, she admits. \"I have yelled a few times and I've had to come back and go, 'Hey, mom should not have done that. I was wrong.'\"\u003c/p>\n\u003cp>Yates is not alone. Johnson has done her own research about the financial and emotional burden of the pandemic on families. She \u003ca href=\"https://www.georgetown.edu/news/covid-19-has-harmful-effects-on-children-in-low-income-families-researchers-find/\">recently surveyed\u003c/a> parents and teachers of 1,000 children in low income families in Tulsa, Okla., that she's been following since 2016.\u003c/p>\n\u003cp>Of the 600 parents who responded, she says, 60% said they've lost income due to job loss or reduced work hours and half said they were struggling to afford food. Twenty-five percent said they've been depressed since the pandemic started. And 16% reported yelling or snapping at their kids.\u003c/p>\n\u003cp>The parents in her study are also reporting that their \"kids are acting up,\" notes Johnson.\u003c/p>\n\u003cp>\"Imagine parents who are now scrambling to try to figure out how to have enough food for the household, for their kids,\" says Johnson. \"The parents are stressed. They're short tempered, irritable, frustrated, potentially resorting to kind of harsh disciplinary strategies. They're going to be distracted and tired.\"\u003c/p>\n\u003cp>Parental stress from financial hardship affects children's emotional well-being and cognitive development, says Basu.\u003c/p>\n\u003cp>\"Typically we know that children do best when they are with emotionally available, consistent and responsive caregivers, and that's what we know helps them,\" says Basu.\u003c/p>\n\u003cp>This is especially helpful during stressful situations, like this pandemic, when children are also experiencing a tremendous amount of change and transition.\u003c/p>\n\u003cp>\"They have their own experiences in terms of changes at school, losses related to peers, after-school programs and potentially increased stress at home,\" says Basu. \"They need adults to help them make sense of what they are already experiencing.\"\u003c/p>\n\u003cp>But if their parents are not as available emotionally, they are less able to see that their kids are struggling, too, she adds.\u003c/p>\n\u003cp>Symptoms of distress can manifest in many ways in children.\u003c/p>\n\u003cp>\"For example, increased worries in kids can look like somatic symptoms. So, changes in sleep and appetite are very common in children of all ages,\" she says.\u003c/p>\n\u003cp>Then there are behavioral problems, like parents that Johnson has surveyed are reporting.\u003c/p>\n\u003cp>\"This could look like, you know, increased fighting with siblings,\" says Basu. \"It could look like school refusal.\"\u003c/p>\n\u003cp>\u003cstrong>Potential long-term impacts\u003c/strong>\u003c/p>\n\u003cp>Johnson found a trend of kids not attending online school, in her survey of parents and teachers in Tulsa.\u003c/p>\n\u003cp>\"Twenty or 30% of [children] never had any contact with the teacher after the school closed,\" says Johnson. \"So you have like really big potential achievement gaps, really big potential mental health problems arising from isolation.\"\u003c/p>\n\u003cp>Johnson worries that these children and their families may not be able to bounce back quickly.\u003c/p>\n\u003cp>\"Could this course correct if everything goes back to school and everything opens up again in the next eight months to 12 months?\" Johnson says. \"Maybe. But they're going to have to be a lot of resources targeted just to these families to help them overcome what is probably a traumatic experience for them.\"\u003c/p>\n\u003cp>Yates worries about the toll this is taking on her children. She sees that her son, who is on the autism spectrum and needed a lot of one-on-one help from his teachers, isn't getting the same support through virtual learning. And devoid of all the in-person social interactions, he is more socially withdrawn these days.\u003c/p>\n\u003cp>\"He's the more outgoing of the two and now he's pulling back a lot,\" she says.\u003c/p>\n\u003cp>She can see her 7-year-old daughter's distress manifest in her withdrawal from school. \"She won't get online and she's just like, 'I don't care,' \" says Yates.\u003c/p>\n\u003cp>And she very much wants to help her but feels ill-equipped to do so.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'm her mom, and she knows like she can tell me anything, but I'm not a trained therapist,\" says Yates. \"So, I feel like there are things I'm missing ... I know there's a hurt there, but I just don't know how to get to it. I don't know how to heal it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Juggling+Financial+Stress+And+Caregiving%2C+Parents+Are+%27Very+Not+OK%27+In+The+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From shiny red pencils reading \"My Attendance Rocks!\" to countless plaques and ribbons and trophies and certificates and gold stars: For as long as anyone can remember, taking attendance — and rewarding kids for simply showing up — is a time-honored school ritual.\u003c/p>\n\u003cp>For good reason: Just being there, day in, day out, happens to be one of the most important factors that determines a child's success in school. And average daily head count forms the basis of school funding decisions at the federal, state and local level.\u003c/p>\n\u003cp>Yet now, like so many other aspects of education, that simple measure — \"here\" or \"absent\" — is not so simple anymore. States are having to update their attendance policies to cover the realities of virtual learning. And where school is being held in-person, strict coronavirus health protocols mean students must now stay home at the slightest sign of illness, or to quarantine in case of a potential exposure.\u003c/p>\n\u003cp>So the emerging questions for educators and parents are: What is the best way to measure whether students are participating in learning? And who will be held responsible for a student who doesn't participate? The student? Their caregiver? The school?\u003c/p>\n\u003cp>It all adds up to \"a paradigm shift,\" says Hedy Chang,who directs Attendance Works, a national and state level initiative that treats attendance as a key lever to student success. It was Chang's research in the mid-2000s that helped lay the groundwork for the current policy focus on chronic absenteeism. She found that missing more than 10% of school days in a year was an \"early warning signal\" for students earning low grades and eventually dropping out, and that it affected low-income students disproportionately.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Responding in part to this research, the federal Every Student Succeeds Act, signed into law in 2015, raised the stakes on attendance. It required states to add at least one nonacademic measure of success into their state accountability systems. Thirty-six states and Washington, D.C., chose chronic absenteeism. Not just student success, but school success, would be defined in part by this metric: How many kids missed more than 10 percent of days in a school year.\u003c/p>\n\u003cp>\u003cstrong>The carrot and the stick\u003c/strong>\u003c/p>\n\u003cp>Mariajose Romero, a Pace University sociologist who has researched attendance for decades, calls it \"a piece of information that has tremendous political currency,\" which only intensified when it became a measure of school accountability. Not only students, but also schools, succeed or fail based on the students who show up every day. And so, \"it's important to count people properly.\"\u003c/p>\n\u003cp>School systems responded to the new pressure of the federal law by trying to improve attendance using both the carrot and the stick. The positive side: celebrity public awareness campaigns, like \u003ca href=\"http://education.ohio.gov/Topics/Research-Evaluation-and-Advanced-Analytics/Proving-Ground/Stay-in-the-Game#:~:text=The%20mission%20of%20the%20Stay,deeply%20committed%20to%20this%20mission\">this partnership\u003c/a>, called \"Stay in the Game!\" which features the Cleveland Browns. Plus, all those shiny red pencils.\u003c/p>\n\u003cp>The negative side included legal action. U.S. Senator Kamala Harris, now the Democratic vice presidential candidate, has been criticized for an anti-truancy program she introduced as San Francisco district attorney that \u003ca href=\"https://www.vox.com/future-perfect/2019/2/7/18202084/kamala-harris-truancy-prosecutor-president-2020\">threatened some parents\u003c/a> of chronically absent children with jail. Another weapon wielded against parents: charges of \"educational neglect.\" In New York City this spring, some school staff \u003ca href=\"https://www.thecity.nyc/education/2020/4/28/21247059/parents-expecting-ipad-deliveries-got-knock-on-door-from-child-welfare-workers\">reportedly called\u003c/a> child welfare officers when students didn't sign in for online learning — an action that could potentially result in children being removed from their families.\u003c/p>\n\u003cp>Chang says schools need to shift away from punitive means, especially now. She counsels \"a positive, problem-solving approach.\"\u003c/p>\n\u003cp>A positive approach is exactly what Misha Karigaca says his California district, Oakland Unified, is taking these days. His title — coordinator of attendance & discipline — suggests that attendance has historically come under the category of a student behavior to be rewarded or punished.\u003c/p>\n\u003cp>These days, it's different. There's a \"heightened awareness to our work,\" Karigaca says. Educators, he explains, are \"understanding the fragility of students having a high chance of missing out on learning opportunities.\"\u003c/p>\n\u003cp>He points to \"Oakland Undivided,\" a public-private partnership that has raised $13 million to provide 25,000 laptops and Internet hot spots to Oakland families. Karigaca says it's part of a recognition that keeping kids connected to school is \"a community effort ... the whole city is behind it.\"\u003c/p>\n\u003cp>\u003cstrong>Does answering a text message \"count\"?\u003c/strong>\u003c/p>\n\u003cp>One tricky matter that schools have to decide in this era is how exactly they're going to credit \"attendance\" when online learning doesn't always mean showing up on a video conference. Districts such as Los Angeles Unified have been criticized for setting the bar too low by decreeing that any interaction — even a single text between a parent and a teacher — counts as \"participation\" for a given day.\u003c/p>\n\u003cp>Paolo DeMaria, the superintendent of public instruction for the state of Ohio, says he's trying to shift districts toward recognizing whether students are making academic progress. \"If they're participating and engaging, that counts. And that's important,\" he says. The flexibility provided by remote instruction is a good thing, he says.\u003c/p>\n\u003cp>He adds that he's had many conversations with parents of teenagers who don't start schoolwork until noon. And that's perfectly fine, he says, if they're making progress in their studies:\u003c/p>\n\u003cp>\"I think the long-term goal is to actually be creative and understanding,\" DeMaria explains. \"We're so used to testing and just taking attendance as kind of anchors of measurement. And we need to take our thinking to the next level.\"\u003c/p>\n\u003cp>Of course, this raises the question of who is extended this kind of \"creative\" leniency. Romero, at Pace University, worries that high-income schools may be more likely than those in poor neighborhoods to provide excused absences for, say, a mid-year vacation. Meanwhile, she adds, \"sometimes I'm concerned that the issue of chronic absence is used to demonise families in need.\"\u003c/p>\n\u003cp>With funding hanging in the balance, in a year when schools already face deep cost-cutting and huge additional burdens, another big question is whether too-loose attendance policies can let schools off the hook by misrepresenting how many students they are actually serving, and how well.\u003c/p>\n\u003cp>The school leaders interviewed for this story talked a lot about keeping lines of communication open as a way to remove barriers to online learning, or to reassure parents of safety measures for in-person learning.\u003c/p>\n\u003cp>DeMaria, in Ohio, says that despite all the challenges, promoting attendance these days, whether in-person or hybrid, means \"making sure you've got communication channels that can reach every family in every state.\"\u003c/p>\n\u003cp>Sometimes, though, that communication includes reminding parents of compulsory attendance laws. In Mississippi, where some schools are opening in-person and others are online, Carey Wright, the state Superintendent of Education, has just put out a notice reminding parents, \"if you want to keep your child at home and not in school, you've got to give us some kind of home schooling program.\"\u003c/p>\n\u003cp>Chang would like to see family communication be a big part of part of a \"positive, problem-solving approach.\" Getting devices and Internet connections into homes is a basic need that hasn't yet been met, it's estimated, for millions of students.\u003c/p>\n\u003cp>Beyond that, schools need to focus on updating contact information for all students, she says. And schools should take advantage of the large amounts of data provided by learning management software systems: \"Notice each time kids show up and notice when they don't show up and look for patterns on whether there could be particular types of learning opportunities that they miss.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But what may be most important, Chang says, is a new type of data collection: Call it the friends list. The key question: \"Do kids and families feel there is someone that they can talk to if they have a challenge?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Attendance+In+The+COVID+Era%3A+What+Counts+As+%27Present%27%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From shiny red pencils reading \"My Attendance Rocks!\" to countless plaques and ribbons and trophies and certificates and gold stars: For as long as anyone can remember, taking attendance — and rewarding kids for simply showing up — is a time-honored school ritual.\u003c/p>\n\u003cp>For good reason: Just being there, day in, day out, happens to be one of the most important factors that determines a child's success in school. And average daily head count forms the basis of school funding decisions at the federal, state and local level.\u003c/p>\n\u003cp>Yet now, like so many other aspects of education, that simple measure — \"here\" or \"absent\" — is not so simple anymore. States are having to update their attendance policies to cover the realities of virtual learning. And where school is being held in-person, strict coronavirus health protocols mean students must now stay home at the slightest sign of illness, or to quarantine in case of a potential exposure.\u003c/p>\n\u003cp>So the emerging questions for educators and parents are: What is the best way to measure whether students are participating in learning? And who will be held responsible for a student who doesn't participate? The student? Their caregiver? The school?\u003c/p>\n\u003cp>It all adds up to \"a paradigm shift,\" says Hedy Chang,who directs Attendance Works, a national and state level initiative that treats attendance as a key lever to student success. It was Chang's research in the mid-2000s that helped lay the groundwork for the current policy focus on chronic absenteeism. She found that missing more than 10% of school days in a year was an \"early warning signal\" for students earning low grades and eventually dropping out, and that it affected low-income students disproportionately.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Responding in part to this research, the federal Every Student Succeeds Act, signed into law in 2015, raised the stakes on attendance. It required states to add at least one nonacademic measure of success into their state accountability systems. Thirty-six states and Washington, D.C., chose chronic absenteeism. Not just student success, but school success, would be defined in part by this metric: How many kids missed more than 10 percent of days in a school year.\u003c/p>\n\u003cp>\u003cstrong>The carrot and the stick\u003c/strong>\u003c/p>\n\u003cp>Mariajose Romero, a Pace University sociologist who has researched attendance for decades, calls it \"a piece of information that has tremendous political currency,\" which only intensified when it became a measure of school accountability. Not only students, but also schools, succeed or fail based on the students who show up every day. And so, \"it's important to count people properly.\"\u003c/p>\n\u003cp>School systems responded to the new pressure of the federal law by trying to improve attendance using both the carrot and the stick. The positive side: celebrity public awareness campaigns, like \u003ca href=\"http://education.ohio.gov/Topics/Research-Evaluation-and-Advanced-Analytics/Proving-Ground/Stay-in-the-Game#:~:text=The%20mission%20of%20the%20Stay,deeply%20committed%20to%20this%20mission\">this partnership\u003c/a>, called \"Stay in the Game!\" which features the Cleveland Browns. Plus, all those shiny red pencils.\u003c/p>\n\u003cp>The negative side included legal action. U.S. Senator Kamala Harris, now the Democratic vice presidential candidate, has been criticized for an anti-truancy program she introduced as San Francisco district attorney that \u003ca href=\"https://www.vox.com/future-perfect/2019/2/7/18202084/kamala-harris-truancy-prosecutor-president-2020\">threatened some parents\u003c/a> of chronically absent children with jail. Another weapon wielded against parents: charges of \"educational neglect.\" In New York City this spring, some school staff \u003ca href=\"https://www.thecity.nyc/education/2020/4/28/21247059/parents-expecting-ipad-deliveries-got-knock-on-door-from-child-welfare-workers\">reportedly called\u003c/a> child welfare officers when students didn't sign in for online learning — an action that could potentially result in children being removed from their families.\u003c/p>\n\u003cp>Chang says schools need to shift away from punitive means, especially now. She counsels \"a positive, problem-solving approach.\"\u003c/p>\n\u003cp>A positive approach is exactly what Misha Karigaca says his California district, Oakland Unified, is taking these days. His title — coordinator of attendance & discipline — suggests that attendance has historically come under the category of a student behavior to be rewarded or punished.\u003c/p>\n\u003cp>These days, it's different. There's a \"heightened awareness to our work,\" Karigaca says. Educators, he explains, are \"understanding the fragility of students having a high chance of missing out on learning opportunities.\"\u003c/p>\n\u003cp>He points to \"Oakland Undivided,\" a public-private partnership that has raised $13 million to provide 25,000 laptops and Internet hot spots to Oakland families. Karigaca says it's part of a recognition that keeping kids connected to school is \"a community effort ... the whole city is behind it.\"\u003c/p>\n\u003cp>\u003cstrong>Does answering a text message \"count\"?\u003c/strong>\u003c/p>\n\u003cp>One tricky matter that schools have to decide in this era is how exactly they're going to credit \"attendance\" when online learning doesn't always mean showing up on a video conference. Districts such as Los Angeles Unified have been criticized for setting the bar too low by decreeing that any interaction — even a single text between a parent and a teacher — counts as \"participation\" for a given day.\u003c/p>\n\u003cp>Paolo DeMaria, the superintendent of public instruction for the state of Ohio, says he's trying to shift districts toward recognizing whether students are making academic progress. \"If they're participating and engaging, that counts. And that's important,\" he says. The flexibility provided by remote instruction is a good thing, he says.\u003c/p>\n\u003cp>He adds that he's had many conversations with parents of teenagers who don't start schoolwork until noon. And that's perfectly fine, he says, if they're making progress in their studies:\u003c/p>\n\u003cp>\"I think the long-term goal is to actually be creative and understanding,\" DeMaria explains. \"We're so used to testing and just taking attendance as kind of anchors of measurement. And we need to take our thinking to the next level.\"\u003c/p>\n\u003cp>Of course, this raises the question of who is extended this kind of \"creative\" leniency. Romero, at Pace University, worries that high-income schools may be more likely than those in poor neighborhoods to provide excused absences for, say, a mid-year vacation. Meanwhile, she adds, \"sometimes I'm concerned that the issue of chronic absence is used to demonise families in need.\"\u003c/p>\n\u003cp>With funding hanging in the balance, in a year when schools already face deep cost-cutting and huge additional burdens, another big question is whether too-loose attendance policies can let schools off the hook by misrepresenting how many students they are actually serving, and how well.\u003c/p>\n\u003cp>The school leaders interviewed for this story talked a lot about keeping lines of communication open as a way to remove barriers to online learning, or to reassure parents of safety measures for in-person learning.\u003c/p>\n\u003cp>DeMaria, in Ohio, says that despite all the challenges, promoting attendance these days, whether in-person or hybrid, means \"making sure you've got communication channels that can reach every family in every state.\"\u003c/p>\n\u003cp>Sometimes, though, that communication includes reminding parents of compulsory attendance laws. In Mississippi, where some schools are opening in-person and others are online, Carey Wright, the state Superintendent of Education, has just put out a notice reminding parents, \"if you want to keep your child at home and not in school, you've got to give us some kind of home schooling program.\"\u003c/p>\n\u003cp>Chang would like to see family communication be a big part of part of a \"positive, problem-solving approach.\" Getting devices and Internet connections into homes is a basic need that hasn't yet been met, it's estimated, for millions of students.\u003c/p>\n\u003cp>Beyond that, schools need to focus on updating contact information for all students, she says. And schools should take advantage of the large amounts of data provided by learning management software systems: \"Notice each time kids show up and notice when they don't show up and look for patterns on whether there could be particular types of learning opportunities that they miss.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But what may be most important, Chang says, is a new type of data collection: Call it the friends list. The key question: \"Do kids and families feel there is someone that they can talk to if they have a challenge?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Attendance+In+The+COVID+Era%3A+What+Counts+As+%27Present%27%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools",
"title": "What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/magicalmsmurphy/status/1308875913665425410\u003c/p>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n",
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"excerpt": "Educators and parents are in search of tools to help with learning, especially during distance learning. Justin Reich of MIT's Teaching Systems Lab explains in his new book, \"Failure to Disrupt: Why Technology Alone Can't Transform Education,\" the limitations of technology and why changes to teaching and learning happen incrementally. ",
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"description": "Educators and parents are in search of tools to help with learning, especially during distance learning. Justin Reich of MIT's Teaching Systems Lab explains in his new book, "Failure to Disrupt: Why Technology Alone Can't Transform Education," the limitations of technology and why changes to teaching and learning happen incrementally. ",
"title": "What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools - MindShift",
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"headline": "What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \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\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Enrollment at U.S. community colleges has dropped nearly 8 percent this fall, newly released figures show, part of an overall decline in undergraduate enrollment as students face a global pandemic and the worst economic recession in decades.\u003c/p>\n\u003cp>Often, enrollment in higher education spikes in times of high unemployment and recession, as students seek additional job skills and postpone entering the workforce. But the pandemic has overturned those traditional calculations, according to preliminary data from the National Student Clearinghouse Research Center, which tracks college enrollment.\u003c/p>\n\u003cp>Hardest hit were community colleges, which traditionally serve lower-income students and those seeking additional career skills. The enrollment drop comes as many of those schools face a host of new financial pressures.\u003c/p>\n\u003cp>\"Those are institutions that were already operating in many cases on very thin margins even before the pandemic,\" says Doug Shapiro, who leads the research center at the Clearinghouse. He says the community college numbers are \"most worrisome,\" because of the students they tend to serve.\u003c/p>\n\u003cp>\"It's a matter of critical concern if even these kinds of traditional on-ramps to higher education for low income students are becoming inaccessible,\" Shapiro adds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Throughout the summer, community college presidents told me they didn't know what to expect when it came to fall enrollment, though several were optimistic. In past recessions, community colleges in particular saw a boost, from students either priced out of other institutions or seeking job training to pivot to another career.\u003c/p>\n\u003cp>\"As time drags on and we're still seeing millions of unemployed,\" Shapiro says, \"I just think that we're ever going to get to the point where many [potential students] are in a position, or confident enough about the future, to say this is a good time to go back to school.\"\u003c/p>\n\u003cp>Many community colleges are holding courses primarily online this fall, which may also be a big part of why enrollment has dropped, he explains. \"Many of the students don't have good Internet access to begin with, much less a good place in which to study and not be interrupted at home.\"\u003c/p>\n\u003cp>In addition to community colleges, other types of institutions are also enrolling fewer students. Attendance in private, nonprofit four-year schools is down 3.8% from last year. Overall, public, four-year colleges are doing much better, with an enrollment drop of just 0.4%, but that flatline also depends on where a university is located: At rural, 4-year publics, enrollment fell 4%.\u003c/p>\n\u003cp>There is some good news: overall, enrollment in graduate programs is up about 4% from last year — most of that increase can be attributed to short-term programs like post-baccalaureates and certificates, a sign that perhaps recent college graduates wanted to stave off the job market just a bit longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The preliminary data from the Clearinghouse represents about 3.6 million students at 629 colleges — that's nearly 22% of all the schools that typically report. The organization will release numbers again in October, as more colleges provide their fall data.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fewer+Students+Are+Going+To+Community+College%2C+Despite+High+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Enrollment at U.S. community colleges has dropped nearly 8 percent this fall, newly released figures show, part of an overall decline in undergraduate enrollment as students face a global pandemic and the worst economic recession in decades.\u003c/p>\n\u003cp>Often, enrollment in higher education spikes in times of high unemployment and recession, as students seek additional job skills and postpone entering the workforce. But the pandemic has overturned those traditional calculations, according to preliminary data from the National Student Clearinghouse Research Center, which tracks college enrollment.\u003c/p>\n\u003cp>Hardest hit were community colleges, which traditionally serve lower-income students and those seeking additional career skills. The enrollment drop comes as many of those schools face a host of new financial pressures.\u003c/p>\n\u003cp>\"Those are institutions that were already operating in many cases on very thin margins even before the pandemic,\" says Doug Shapiro, who leads the research center at the Clearinghouse. He says the community college numbers are \"most worrisome,\" because of the students they tend to serve.\u003c/p>\n\u003cp>\"It's a matter of critical concern if even these kinds of traditional on-ramps to higher education for low income students are becoming inaccessible,\" Shapiro adds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the summer, community college presidents told me they didn't know what to expect when it came to fall enrollment, though several were optimistic. In past recessions, community colleges in particular saw a boost, from students either priced out of other institutions or seeking job training to pivot to another career.\u003c/p>\n\u003cp>\"As time drags on and we're still seeing millions of unemployed,\" Shapiro says, \"I just think that we're ever going to get to the point where many [potential students] are in a position, or confident enough about the future, to say this is a good time to go back to school.\"\u003c/p>\n\u003cp>Many community colleges are holding courses primarily online this fall, which may also be a big part of why enrollment has dropped, he explains. \"Many of the students don't have good Internet access to begin with, much less a good place in which to study and not be interrupted at home.\"\u003c/p>\n\u003cp>In addition to community colleges, other types of institutions are also enrolling fewer students. Attendance in private, nonprofit four-year schools is down 3.8% from last year. Overall, public, four-year colleges are doing much better, with an enrollment drop of just 0.4%, but that flatline also depends on where a university is located: At rural, 4-year publics, enrollment fell 4%.\u003c/p>\n\u003cp>There is some good news: overall, enrollment in graduate programs is up about 4% from last year — most of that increase can be attributed to short-term programs like post-baccalaureates and certificates, a sign that perhaps recent college graduates wanted to stave off the job market just a bit longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The preliminary data from the Clearinghouse represents about 3.6 million students at 629 colleges — that's nearly 22% of all the schools that typically report. The organization will release numbers again in October, as more colleges provide their fall data.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fewer+Students+Are+Going+To+Community+College%2C+Despite+High+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Dashboard Tracks Coronavirus Cases In Schools Across 47 States",
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"content": "\u003cp>A new national effort asks K-12 schools to voluntarily — and anonymously — report their confirmed and suspected coronavirus cases, along with the safety strategies they're using.\u003c/p>\n\u003cp>Opening schools safely in person is seen as key to restarting the economy and recovering the learning loss that has fallen most heavily on marginalized groups of students. There are also many fears associated with reopening — of severe illness among vulnerable staff and family members, and of stoking broader outbreaks, as \u003ca href=\"https://www.forbes.com/sites/jemimamcevoy/2020/09/11/19-of-the-25-worst-us-coronavirus-outbreaks-are-in-college-towns/#2e3949161df7\">seems to have happened\u003c/a> where colleges have reopened in person.\u003c/p>\n\u003cp>The \u003ca href=\"http://qualtrics.com/covid-school-dashboard\">COVID-19 School Response Dashboard\u003c/a>, which NPR is reporting on exclusively, was created with the help of several national education organizations. Right now it shows an average of 230 cases per 100,000 students, and 490 per 100,000 staff members, in the first two weeks of September. The responses come from public, private and charter schools in 47 states, serving roughly 200,000 students both in person and online, as of Tuesday, Sept. 22.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56687\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png\" alt=\"\" width=\"949\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png 949w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--800x517.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--768x496.png 768w\" sizes=\"(max-width: 949px) 100vw, 949px\">\u003c/a>\u003c/p>\n\u003cp>As of right now, this sample is a tiny fraction of the more than 56 million K-12 students in the United States. But the dashboard will be continuously updated, and the number of schools participating is expected to grow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Emily Oster, an economist at Brown University, is spearheading the effort. She is known for her popular writing on data and science literacy for parents. She said she got involved in independent data collection on coronavirus cases in schools because \"other people weren't doing it.\" Eventually, the School Superintendents Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals and groups representing charter and independent schools joined forces to urge school leaders to contribute. A software company called Qualtrics did the analysis.\u003c/p>\n\u003cp>Oster says the key difference with this dashboard, as opposed to \u003ca href=\"https://experience.arcgis.com/experience/fb52d598982f41faac714b5ebe32e7d1?data_id=dataSource_1-USA_COVID19_School_Monitor_Case_Reports_251%3A2546\">other data collection efforts\u003c/a> and some media reports, is that it highlights not just raw case numbers but also infection rates — cases as a percentage of total in-person attendance for students and staff members. Plus, it provides some of the broader context, for example: Just how are schools opening? What kinds of hybrid policies do schools have? What kinds of mitigation factors are schools undertaking?\u003c/p>\n\u003cp>Oster hopes that the number of schools participating will grow significantly, from hundreds to thousands of schools, and that the data will give insights into trends over time. Eventually, she hopes, the information will be able to \"say something like, 'Which of these mitigation factors are associated with lower infection rates in schools?' — which I think will help schools that are still closed try to open safely.\"\u003c/p>\n\u003cp>\"I think it is a really worthwhile and good effort,\" said Danielle Zerr, a pediatrician at Seattle Children's Hospital and a professor of epidemiology at the University of Washington, who is not involved in the dashboard. But, she said, the project is useful only relatively speaking, in the context of the general lack of a robust national testing, tracing or data-collection effort for schools. \"There's nothing systematic, that I'm aware of anyway, to really evaluate how we bring children back safely.\"\u003c/p>\n\u003cp>Here's a closer look at some key metrics within the database:\u003c/p>\n\u003cp>\u003cstrong>Infection rate among students\u003c/strong>\u003c/p>\n\u003cp>Schools that have brought students back in person reported a total of 230 cases among just under 100,000 students who attended school in person during the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56686\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png\" alt=\"\" width=\"919\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png 919w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--800x463.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--768x445.png 768w\" sizes=\"(max-width: 919px) 100vw, 919px\">\u003c/a>\u003c/p>\n\u003cp>According to\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/indicators.html#thresholds\"> guidance \u003c/a>from the Centers for Disease Control and Prevention on school reopening, 230 cases per 100,000 over two weeks falls into the red or \"highest risk\" category.\u003c/p>\n\u003cp>If expressed as a daily case rate, that would be 16.4 cases per 100,000 people per day, which falls in the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"orange\" or next-to-highest risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>It's important to underline, though, that just 77 of these 230 cases were confirmed by coronavirus tests — the bulk are \"suspected\" cases, which could be run-of-the-mill colds or fevers.\u003c/p>\n\u003cp>The lack of readily available testing is a huge flaw in the myriad plans around the country for bringing kids back to school, says Zerr. \"If this country was interested in putting the right kind of resource behind such an effort, we would have testing available, we would make it very easy. We would require testing before bringing everybody back to school, and there would be regular testing.\"\u003c/p>\n\u003cp>\u003cstrong>Infection rate among staff\u003c/strong>\u003c/p>\n\u003cp>Schools in the database reported a raw total of approximately 130 cases among nearly 40,000 staff members over the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56685\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png\" alt=\"\" width=\"900\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png 900w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--768x479.png 768w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003c/a>\u003c/p>\n\u003cp>That rate is in the orange, or \"higher-risk\" category, according to the CDC school guidelines.\u003c/p>\n\u003cp>As a daily case rate, that would be 49 cases per 100,000 people per day, which is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/09/01/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">in\u003c/a> the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"red,\" or highest, risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>Again, the case numbers include just 44 confirmed cases and twice as many suspected infections.\u003c/p>\n\u003cp>About half of schools responding to the survey were running in person at reduced capacity to allow for some social distancing. About 1 in 4 were running in person at full capacity. The rest were remote only.\u003c/p>\n\u003cp>Interestingly, schools with remote-only learning plans reported an infection rate among staff similar to that of schools running at full capacity. This could indicate cases brought in from the community rather than contracted at school, Zerr suggested. On the other hand, Oster noted, in some places teachers are being asked to teach remotely from their classrooms and infections may be passed among adults in a building.\u003c/p>\n\u003cp>\u003cstrong>Mitigation strategies\u003c/strong>\u003c/p>\n\u003cp>The data collection asks schools that have brought students back in person which policies they have \u003ca href=\"https://www.npr.org/sections/health-shots/2020/08/06/897295450/how-safe-is-your-schools-reopening-plan-here-s-what-to-look-for\">put in place \u003c/a>to stop the virus's spread. One of the most common policies, wearing masks, is considered very effective by experts. Yet fewer than half of schools say they're doing social distancing, which is another key strategy touted by experts.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56684\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png\" alt=\"\" width=\"2383\" height=\"3133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png 2383w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--800x1052.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1020x1341.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--160x210.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--768x1010.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1168x1536.png 1168w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1558x2048.png 1558w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1920x2524.png 1920w\" sizes=\"(max-width: 2383px) 100vw, 2383px\">\u003c/a>\u003c/p>\n\u003cp>By tracking the reported use of these strategies along with reported infections, says Zerr, over time you could potentially learn which strategies are most effective.\u003c/p>\n\u003cp>However, Zerr says that self-reporting isn't the best way to find out what schools and students are actually doing. Are masks worn by all students and staff members all day, for example, or do they droop to the chin when kids are changing classes? \"If you were to do things robustly, you'd have boots on the ground going in there and assessing to what degree any of these mitigation strategies are actually happening.\"\u003c/p>\n\u003cp>And there's an additional problem: Schools that are most zealous about mitigation might also have more resources to devote to testing, which might turn up more cases, making them look worse in the database.\u003c/p>\n\u003cp>\u003cstrong>Traditional public schools report less use of safety strategies\u003c/strong>\u003c/p>\n\u003cp>No matter what mitigation strategy you look at — masking, distancing, temperature checks — private and charter schools reported following those measures at much higher levels than traditional public schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This may be a function of having more resources, especially when it comes to options like holding classes outdoors. Or it may be that schools of choice have more leeway when it comes to imposing these requirements on students.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Dashboard+Tracks+Coronavirus+Cases+In+Schools+Across+47+States&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new national effort asks K-12 schools to voluntarily — and anonymously — report their confirmed and suspected coronavirus cases, along with the safety strategies they're using.\u003c/p>\n\u003cp>Opening schools safely in person is seen as key to restarting the economy and recovering the learning loss that has fallen most heavily on marginalized groups of students. There are also many fears associated with reopening — of severe illness among vulnerable staff and family members, and of stoking broader outbreaks, as \u003ca href=\"https://www.forbes.com/sites/jemimamcevoy/2020/09/11/19-of-the-25-worst-us-coronavirus-outbreaks-are-in-college-towns/#2e3949161df7\">seems to have happened\u003c/a> where colleges have reopened in person.\u003c/p>\n\u003cp>The \u003ca href=\"http://qualtrics.com/covid-school-dashboard\">COVID-19 School Response Dashboard\u003c/a>, which NPR is reporting on exclusively, was created with the help of several national education organizations. Right now it shows an average of 230 cases per 100,000 students, and 490 per 100,000 staff members, in the first two weeks of September. The responses come from public, private and charter schools in 47 states, serving roughly 200,000 students both in person and online, as of Tuesday, Sept. 22.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56687\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png\" alt=\"\" width=\"949\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools-.png 949w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--800x517.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Coronavirus-Cases-Among-Surveyed-Schools--768x496.png 768w\" sizes=\"(max-width: 949px) 100vw, 949px\">\u003c/a>\u003c/p>\n\u003cp>As of right now, this sample is a tiny fraction of the more than 56 million K-12 students in the United States. But the dashboard will be continuously updated, and the number of schools participating is expected to grow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Emily Oster, an economist at Brown University, is spearheading the effort. She is known for her popular writing on data and science literacy for parents. She said she got involved in independent data collection on coronavirus cases in schools because \"other people weren't doing it.\" Eventually, the School Superintendents Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals and groups representing charter and independent schools joined forces to urge school leaders to contribute. A software company called Qualtrics did the analysis.\u003c/p>\n\u003cp>Oster says the key difference with this dashboard, as opposed to \u003ca href=\"https://experience.arcgis.com/experience/fb52d598982f41faac714b5ebe32e7d1?data_id=dataSource_1-USA_COVID19_School_Monitor_Case_Reports_251%3A2546\">other data collection efforts\u003c/a> and some media reports, is that it highlights not just raw case numbers but also infection rates — cases as a percentage of total in-person attendance for students and staff members. Plus, it provides some of the broader context, for example: Just how are schools opening? What kinds of hybrid policies do schools have? What kinds of mitigation factors are schools undertaking?\u003c/p>\n\u003cp>Oster hopes that the number of schools participating will grow significantly, from hundreds to thousands of schools, and that the data will give insights into trends over time. Eventually, she hopes, the information will be able to \"say something like, 'Which of these mitigation factors are associated with lower infection rates in schools?' — which I think will help schools that are still closed try to open safely.\"\u003c/p>\n\u003cp>\"I think it is a really worthwhile and good effort,\" said Danielle Zerr, a pediatrician at Seattle Children's Hospital and a professor of epidemiology at the University of Washington, who is not involved in the dashboard. But, she said, the project is useful only relatively speaking, in the context of the general lack of a robust national testing, tracing or data-collection effort for schools. \"There's nothing systematic, that I'm aware of anyway, to really evaluate how we bring children back safely.\"\u003c/p>\n\u003cp>Here's a closer look at some key metrics within the database:\u003c/p>\n\u003cp>\u003cstrong>Infection rate among students\u003c/strong>\u003c/p>\n\u003cp>Schools that have brought students back in person reported a total of 230 cases among just under 100,000 students who attended school in person during the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56686\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png\" alt=\"\" width=\"919\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students-.png 919w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--800x463.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rates-For-Students--768x445.png 768w\" sizes=\"(max-width: 919px) 100vw, 919px\">\u003c/a>\u003c/p>\n\u003cp>According to\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/indicators.html#thresholds\"> guidance \u003c/a>from the Centers for Disease Control and Prevention on school reopening, 230 cases per 100,000 over two weeks falls into the red or \"highest risk\" category.\u003c/p>\n\u003cp>If expressed as a daily case rate, that would be 16.4 cases per 100,000 people per day, which falls in the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"orange\" or next-to-highest risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>It's important to underline, though, that just 77 of these 230 cases were confirmed by coronavirus tests — the bulk are \"suspected\" cases, which could be run-of-the-mill colds or fevers.\u003c/p>\n\u003cp>The lack of readily available testing is a huge flaw in the myriad plans around the country for bringing kids back to school, says Zerr. \"If this country was interested in putting the right kind of resource behind such an effort, we would have testing available, we would make it very easy. We would require testing before bringing everybody back to school, and there would be regular testing.\"\u003c/p>\n\u003cp>\u003cstrong>Infection rate among staff\u003c/strong>\u003c/p>\n\u003cp>Schools in the database reported a raw total of approximately 130 cases among nearly 40,000 staff members over the two-week period covered by the dashboard.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56685\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png\" alt=\"\" width=\"900\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff-.png 900w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Daily-Infection-Rate-For-School-Staff--768x479.png 768w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003c/a>\u003c/p>\n\u003cp>That rate is in the orange, or \"higher-risk\" category, according to the CDC school guidelines.\u003c/p>\n\u003cp>As a daily case rate, that would be 49 cases per 100,000 people per day, which is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/09/01/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">in\u003c/a> the \u003ca href=\"https://globalepidemics.org/key-metrics-for-covid-suppression/\">\"red,\" or highest, risk level category \u003c/a>set by the Harvard Global Health Institute and the Brown University School of Public Health.\u003c/p>\n\u003cp>Again, the case numbers include just 44 confirmed cases and twice as many suspected infections.\u003c/p>\n\u003cp>About half of schools responding to the survey were running in person at reduced capacity to allow for some social distancing. About 1 in 4 were running in person at full capacity. The rest were remote only.\u003c/p>\n\u003cp>Interestingly, schools with remote-only learning plans reported an infection rate among staff similar to that of schools running at full capacity. This could indicate cases brought in from the community rather than contracted at school, Zerr suggested. On the other hand, Oster noted, in some places teachers are being asked to teach remotely from their classrooms and infections may be passed among adults in a building.\u003c/p>\n\u003cp>\u003cstrong>Mitigation strategies\u003c/strong>\u003c/p>\n\u003cp>The data collection asks schools that have brought students back in person which policies they have \u003ca href=\"https://www.npr.org/sections/health-shots/2020/08/06/897295450/how-safe-is-your-schools-reopening-plan-here-s-what-to-look-for\">put in place \u003c/a>to stop the virus's spread. One of the most common policies, wearing masks, is considered very effective by experts. Yet fewer than half of schools say they're doing social distancing, which is another key strategy touted by experts.\u003c/p>\n\u003cp>\u003ca href=\"https://statsiq.co1.qualtrics.com/public-dashboard/v0/dashboard/5f62eaee4451ae001535c839#/dashboard/5f62eaee4451ae001535c839?pageId=Page_1ac6a6bc-92b6-423e-9f7a-259a18648318\">\u003cimg class=\"alignnone size-full wp-image-56684\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png\" alt=\"\" width=\"2383\" height=\"3133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies-.png 2383w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--800x1052.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1020x1341.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--160x210.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--768x1010.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1168x1536.png 1168w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1558x2048.png 1558w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Traditional-Public-Schools-Report-Fewer-Safety-Strategies--1920x2524.png 1920w\" sizes=\"(max-width: 2383px) 100vw, 2383px\">\u003c/a>\u003c/p>\n\u003cp>By tracking the reported use of these strategies along with reported infections, says Zerr, over time you could potentially learn which strategies are most effective.\u003c/p>\n\u003cp>However, Zerr says that self-reporting isn't the best way to find out what schools and students are actually doing. Are masks worn by all students and staff members all day, for example, or do they droop to the chin when kids are changing classes? \"If you were to do things robustly, you'd have boots on the ground going in there and assessing to what degree any of these mitigation strategies are actually happening.\"\u003c/p>\n\u003cp>And there's an additional problem: Schools that are most zealous about mitigation might also have more resources to devote to testing, which might turn up more cases, making them look worse in the database.\u003c/p>\n\u003cp>\u003cstrong>Traditional public schools report less use of safety strategies\u003c/strong>\u003c/p>\n\u003cp>No matter what mitigation strategy you look at — masking, distancing, temperature checks — private and charter schools reported following those measures at much higher levels than traditional public schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This may be a function of having more resources, especially when it comes to options like holding classes outdoors. Or it may be that schools of choice have more leeway when it comes to imposing these requirements on students.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Dashboard+Tracks+Coronavirus+Cases+In+Schools+Across+47+States&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.",
"title": "I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "During overwhelming times, one principal relies on her friends, professional network and self-care habits that are not always easy to stick with. ",
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"title": "I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck. - MindShift",
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"nprByline": "\u003ca href=\"https://www.chalkbeat.org/\">Wendy Oleksy, Chalkbeat Chicago\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'I'm Only 1 Person': Teachers Feel Torn Between Their Students And Their Own Kids",
"title": "'I'm Only 1 Person': Teachers Feel Torn Between Their Students And Their Own Kids",
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"content": "\u003cp>I catch Patricia Stamper with a Zoom meeting going in the background and a child at her knee asking for attention. Stamper works as a teacher's assistant for special education students in the Washington, D.C., public schools.\u003c/p>\n\u003cp>These days, her virtual classroom is at home — and so is her toddler, who has a genetic disorder called Noonan syndrome, and her kindergartner, who receives speech therapy. Her husband works outside the home at a golf course.\u003c/p>\n\u003cp>Stamper says her older son can't sit still for three to four hours a day of screen-based learning. The other day, while she was working, he started acting up, imitating his favorite YouTube star. Soon the teacher was texting her — her son was nearly kicked out of virtual class. \"It's hard to check him,\" she says. \"I'm trying to do my job and, you know, bounce back and forth, but I'm only one person.\"\u003c/p>\n\u003cp>There are more than 4 million public, private and charter school teachers in the United States. The typical teacher is a woman in her early 40s. Over the summer, \u003ca href=\"https://www.npr.org/2020/08/06/898584176/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-onl\">NPR and Ipsos surveyed\u003c/a> a national sample of teachers, and we found that about half had children under 18 at home. Of those, 57% agreed with the statement: \"I cannot properly do my job from home while also taking care of my children.\"\u003c/p>\n\u003cp>And now that some students and teachers are returning to the classroom, the balance hasn't necessarily gotten any easier.\u003c/p>\n\u003cfigure id=\"attachment_56668\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56668\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stamper with her husband, Pete, and two sons at their home in Washington, D.C. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the school year began, NPR put out a call asking teachers who are also parents to tell us about their experiences. We heard back from nearly 100. They told us of losing colleagues to the coronavirus, staying up past midnight planning lessons and having nightmares about returning to school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We heard these feelings echoed from all over the United States. In places like El Paso, Texas, where Andrea Aguirre teaches sixth-grade English and has two children, one with Tourette syndrome: \"I have never worked harder in my life, the level of mental fatigue is tremendous and there is no downtime.\"\u003c/p>\n\u003cp>Billie Bininger is an elementary school computer science teacher and mother of two in Lancaster, Ohio. \"I have been working at my school full days, coming home and working until 12 to 3 in the morning for the past month,\" she told us. \"I worked about 16 hours just this past weekend. I'm exhausted and can't sleep because I'm so anxious about all the things that still need to be done.\"\u003c/p>\n\u003cp>And Geoff Bowman, a high school chemistry teacher in Hillsborough, N.C., with three elementary-age children, seemed to speak for many teachers when he summed up the dilemma: \"I love my kids; I love my students. Both deserve my full attention, but ultimately I'm falling short for both.\"\u003c/p>\n\u003cp>\u003cstrong>\"I just want to die\"\u003c/strong>\u003c/p>\n\u003cp>Bethany is a high school science teacher in New Jersey. Her husband teaches French at the same school, and they have three young sons, ages 8, 6 and 4. (We're not using their last name to protect the family's privacy.)\u003c/p>\n\u003cp>Like Bowman in North Carolina, Bethany was one of many teachers who told NPR they felt torn between their students' needs and the needs of their own children.\u003c/p>\n\u003cp>Last spring, she said some of her students were working long hours at essential jobs, taking care of siblings and/or sharing devices. As a result, they would often turn in their work late into the evening, and she then would have to stay up to grade it for the next day.\u003c/p>\n\u003cp>One student stopped handing in work altogether. When she finally tracked him down by phone, she says, he started crying and told her he was suicidal.\u003c/p>\n\u003cp>At the same time, her youngest child, a preschooler, developed a mysterious chronic skin condition. One evening in April, she was sitting in the emergency room with him when she got a message on her phone. \"One of my students was like, 'I need your help.' And I was like, 'I just can't right now.' And she was like, 'That's ridiculous. I'm telling my guidance counselor.' \"\u003c/p>\n\u003cp>She and her husband often found themselves working from 5 a.m. until midnight, responding to students and fitting their own children's schooling in between.\u003c/p>\n\u003cp>Bethany says her middle child, then a kindergartner, would often be doing lessons until bedtime. He became lonely, anxious and depressed. Then one day, he stopped eating. She said it took a few weeks to fully realize.\u003c/p>\n\u003cp>\"We were still working!\" she explains. \"So sometimes for dinnertime, we would plop them in front of the TV, or we would make them sit at the table with us while we were working.\"\u003c/p>\n\u003cp>One night, suspicious, she looked through the garbage and found napkins full of spit-out food. By that time, her son had lost significant weight.\u003c/p>\n\u003cp>She says he improved after he started seeing a therapist online. And while his school is still remote this fall, he has joined a travel soccer team for an important social outlet. But, Bethany says through tears, she'll never forget \"watching my kid lay in bed all day and saying, 'I just want to die.' \"\u003c/p>\n\u003cp>Melanie Goldberg, who teaches English as a new language in Brooklyn and has an only child, is one of the few teacher-parents who told NPR that she has chosen to prioritize her students' needs outright. Many of her students, she says, are recent immigrants and some are undocumented. She has spent hours on the phone helping them get set up with Internet service and deal with other immediate needs.\u003c/p>\n\u003cp>As for her own 9-year-old son, she says, \"He reads well. He's proficient in different subjects. His academics are not what I care about right now. I know that we will catch up later. Safety is important, our mental health is important and then my students.\"\u003c/p>\n\u003cfigure id=\"attachment_56669\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56669\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0367-02b37f32249f5b8092260936d826660cc7e32d6b-scaled-e1600414676379.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper helps her eldest son with schoolwork at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"Somebody gets the short end of the stick\"\u003c/strong>\u003c/p>\n\u003cp>Educators told us they worry about their safety and their families' safety. At the same time, they're facing new and difficult professional challenges. Many said they are used to working hard, used to having to improvise with few resources, but the lack of clarity from leadership at all levels is hitting particularly hard.\u003c/p>\n\u003cp>Patricia Stamper says what she needs, in the end, is some direction from her school district: \"Like, you let me know what you want me to do, and I'll figure out how to do it.\"\u003c/p>\n\u003cp>Simultaneously teaching online and in-person students is difficult. Schedules often don't line up, with teachers in the classroom full time and children part time. Or different schools will have different days in session.\u003c/p>\n\u003cp>As a result, child care costs are eating up salaries — for those who have money to spare to begin with. \"I'm going to work for health insurance,\" said Mike Vial, who teaches language arts in a rural county near Detroit. \"All my money is going to pay for child care.\"\u003c/p>\n\u003cp>His two children were excluded from a \"pod\" child care share with friends, he said, because of the risk he faced going into the classroom.\u003c/p>\n\u003cp>Brandi Scraper teaches in Oklahoma and is a single mother with five children ranging in age from 8 to 17. Since she herself is teaching in the classroom, \"I wanted to keep as many of my kids out of the classroom as possible to minimize our exposure,\" she said. \"I feel like they were the sacrifice.\"\u003c/p>\n\u003cp>Scraper sent only her youngest, twins, into in-person school, and they found out they were exposed to someone with COVID-19 after the second day. She and her twins stayed home for two weeks. They later tested negative, she told us, and meanwhile she kept supporting her students from home through quarantine.\u003c/p>\n\u003cp>Shana White teaches computer science to middle schoolers in suburban Atlanta. Currently, she wears a mask and a face shield and sits behind plexiglass at the back of the classroom. She has to teach students simultaneously online and in person.\u003c/p>\n\u003cp>\"It doesn't work,\" she says, \"but that's what they're forcing us to do.\"\u003c/p>\n\u003cp>The problem? \"You can't give proper attention to both groups equally. ... Somebody gets the short end of the stick.\"\u003c/p>\n\u003cp>White says her son and daughter are learning virtually while her husband works from home. She says it's killing their love of school: \"Every time in the morning when my son gets up, he goes, 'Oh my gosh, I have to do virtual school again.' And just hearing that from my 8-year-old, it breaks my heart.\"\u003c/p>\n\u003cp>But she also doesn't think it's safe to be learning in person, especially for her son, who has asthma. Every day after coming home, she showers and changes clothes before coming near her family, to avoid contamination.\u003c/p>\n\u003cp>\"I don't feel like it's safe to be in schools,\" she says. \"But we are a right-to-work state. As my job is requiring me to, I'm in here being as safe and cautious as I can.\"\u003c/p>\n\u003cfigure id=\"attachment_56671\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56671\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0316-37d215de7f40f83a8986929029add2f948531d87-scaled-e1600414725353.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper holds her younger son, 1, at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"People are vilifying educators\"\u003c/strong>\u003c/p>\n\u003cp>Adding to personal and professional struggles, teachers told us they're also feeling affected by public frustration and complaints about teachers.\u003c/p>\n\u003cp>\"People are vilifying educators,\" says Heather Cline, who teaches high school Spanish in Seattle and is the mother of a 6-year-old who was adopted from Azerbaijan and is an English-language learner. \"I'm beyond frustrated and overwhelmed, and I don't feel as if my district is supporting us educators nearly enough.\"\u003c/p>\n\u003cp>Melanie Goldberg in Brooklyn agrees: \"Even though I have friends who know that I'm a teacher, I still end up hearing the negative teacher talk a lot.\"\u003c/p>\n\u003cp>She says some more privileged families have a \"client\" mentality, expecting personalized service from their children's teachers. \"It's uninformed, and it's pretty mean, even though they know personally for me how much of a struggle it is or how unrealistic it would be for them to totally revamp their professional lives with no support.\"\u003c/p>\n\u003cp>Jessica, whose last name we're not using to protect her family's privacy, summed up the uncertainty that teachers who are parents are feeling, twice over, right now. \"The best way I can describe the entirety of this experience is just a giant mental seesaw.\"\u003c/p>\n\u003cp>Jessica is a math and reading intervention teacher who lives on a farm in rural Minnesota. She says she herself and her older daughter are on the autism spectrum, while her younger daughter has a disorder with some psychiatric symptoms called PANDAS.\u003c/p>\n\u003cp>Jessica has been going back and forth with her district about whether she'll be allowed an accommodation to teach from home — and going back and forth with herself about whether she should take one:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"One minute you're like: Yup, we're in person. I can do this. You know, it's not ethical for me to, like, desert my students and be unwilling to do something that's scary and makes me anxious because I'm selfish and I just don't feel like it. So I'm going to suck it up and do it. ... And the next minute, I see that we added seven cases in our county today, and I feel like, oh, my God, everybody's going to die!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Only+1+Person%27%3A+Teachers+Feel+Torn+Between+Their+Students+And+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I catch Patricia Stamper with a Zoom meeting going in the background and a child at her knee asking for attention. Stamper works as a teacher's assistant for special education students in the Washington, D.C., public schools.\u003c/p>\n\u003cp>These days, her virtual classroom is at home — and so is her toddler, who has a genetic disorder called Noonan syndrome, and her kindergartner, who receives speech therapy. Her husband works outside the home at a golf course.\u003c/p>\n\u003cp>Stamper says her older son can't sit still for three to four hours a day of screen-based learning. The other day, while she was working, he started acting up, imitating his favorite YouTube star. Soon the teacher was texting her — her son was nearly kicked out of virtual class. \"It's hard to check him,\" she says. \"I'm trying to do my job and, you know, bounce back and forth, but I'm only one person.\"\u003c/p>\n\u003cp>There are more than 4 million public, private and charter school teachers in the United States. The typical teacher is a woman in her early 40s. Over the summer, \u003ca href=\"https://www.npr.org/2020/08/06/898584176/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-onl\">NPR and Ipsos surveyed\u003c/a> a national sample of teachers, and we found that about half had children under 18 at home. Of those, 57% agreed with the statement: \"I cannot properly do my job from home while also taking care of my children.\"\u003c/p>\n\u003cp>And now that some students and teachers are returning to the classroom, the balance hasn't necessarily gotten any easier.\u003c/p>\n\u003cfigure id=\"attachment_56668\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56668\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0076_vert-b67d76207f25e95e7fba97cab36388ab7fe7932b-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stamper with her husband, Pete, and two sons at their home in Washington, D.C. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As the school year began, NPR put out a call asking teachers who are also parents to tell us about their experiences. We heard back from nearly 100. They told us of losing colleagues to the coronavirus, staying up past midnight planning lessons and having nightmares about returning to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We heard these feelings echoed from all over the United States. In places like El Paso, Texas, where Andrea Aguirre teaches sixth-grade English and has two children, one with Tourette syndrome: \"I have never worked harder in my life, the level of mental fatigue is tremendous and there is no downtime.\"\u003c/p>\n\u003cp>Billie Bininger is an elementary school computer science teacher and mother of two in Lancaster, Ohio. \"I have been working at my school full days, coming home and working until 12 to 3 in the morning for the past month,\" she told us. \"I worked about 16 hours just this past weekend. I'm exhausted and can't sleep because I'm so anxious about all the things that still need to be done.\"\u003c/p>\n\u003cp>And Geoff Bowman, a high school chemistry teacher in Hillsborough, N.C., with three elementary-age children, seemed to speak for many teachers when he summed up the dilemma: \"I love my kids; I love my students. Both deserve my full attention, but ultimately I'm falling short for both.\"\u003c/p>\n\u003cp>\u003cstrong>\"I just want to die\"\u003c/strong>\u003c/p>\n\u003cp>Bethany is a high school science teacher in New Jersey. Her husband teaches French at the same school, and they have three young sons, ages 8, 6 and 4. (We're not using their last name to protect the family's privacy.)\u003c/p>\n\u003cp>Like Bowman in North Carolina, Bethany was one of many teachers who told NPR they felt torn between their students' needs and the needs of their own children.\u003c/p>\n\u003cp>Last spring, she said some of her students were working long hours at essential jobs, taking care of siblings and/or sharing devices. As a result, they would often turn in their work late into the evening, and she then would have to stay up to grade it for the next day.\u003c/p>\n\u003cp>One student stopped handing in work altogether. When she finally tracked him down by phone, she says, he started crying and told her he was suicidal.\u003c/p>\n\u003cp>At the same time, her youngest child, a preschooler, developed a mysterious chronic skin condition. One evening in April, she was sitting in the emergency room with him when she got a message on her phone. \"One of my students was like, 'I need your help.' And I was like, 'I just can't right now.' And she was like, 'That's ridiculous. I'm telling my guidance counselor.' \"\u003c/p>\n\u003cp>She and her husband often found themselves working from 5 a.m. until midnight, responding to students and fitting their own children's schooling in between.\u003c/p>\n\u003cp>Bethany says her middle child, then a kindergartner, would often be doing lessons until bedtime. He became lonely, anxious and depressed. Then one day, he stopped eating. She said it took a few weeks to fully realize.\u003c/p>\n\u003cp>\"We were still working!\" she explains. \"So sometimes for dinnertime, we would plop them in front of the TV, or we would make them sit at the table with us while we were working.\"\u003c/p>\n\u003cp>One night, suspicious, she looked through the garbage and found napkins full of spit-out food. By that time, her son had lost significant weight.\u003c/p>\n\u003cp>She says he improved after he started seeing a therapist online. And while his school is still remote this fall, he has joined a travel soccer team for an important social outlet. But, Bethany says through tears, she'll never forget \"watching my kid lay in bed all day and saying, 'I just want to die.' \"\u003c/p>\n\u003cp>Melanie Goldberg, who teaches English as a new language in Brooklyn and has an only child, is one of the few teacher-parents who told NPR that she has chosen to prioritize her students' needs outright. Many of her students, she says, are recent immigrants and some are undocumented. She has spent hours on the phone helping them get set up with Internet service and deal with other immediate needs.\u003c/p>\n\u003cp>As for her own 9-year-old son, she says, \"He reads well. He's proficient in different subjects. His academics are not what I care about right now. I know that we will catch up later. Safety is important, our mental health is important and then my students.\"\u003c/p>\n\u003cfigure id=\"attachment_56669\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56669\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0367-02b37f32249f5b8092260936d826660cc7e32d6b-scaled-e1600414676379.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper helps her eldest son with schoolwork at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"Somebody gets the short end of the stick\"\u003c/strong>\u003c/p>\n\u003cp>Educators told us they worry about their safety and their families' safety. At the same time, they're facing new and difficult professional challenges. Many said they are used to working hard, used to having to improvise with few resources, but the lack of clarity from leadership at all levels is hitting particularly hard.\u003c/p>\n\u003cp>Patricia Stamper says what she needs, in the end, is some direction from her school district: \"Like, you let me know what you want me to do, and I'll figure out how to do it.\"\u003c/p>\n\u003cp>Simultaneously teaching online and in-person students is difficult. Schedules often don't line up, with teachers in the classroom full time and children part time. Or different schools will have different days in session.\u003c/p>\n\u003cp>As a result, child care costs are eating up salaries — for those who have money to spare to begin with. \"I'm going to work for health insurance,\" said Mike Vial, who teaches language arts in a rural county near Detroit. \"All my money is going to pay for child care.\"\u003c/p>\n\u003cp>His two children were excluded from a \"pod\" child care share with friends, he said, because of the risk he faced going into the classroom.\u003c/p>\n\u003cp>Brandi Scraper teaches in Oklahoma and is a single mother with five children ranging in age from 8 to 17. Since she herself is teaching in the classroom, \"I wanted to keep as many of my kids out of the classroom as possible to minimize our exposure,\" she said. \"I feel like they were the sacrifice.\"\u003c/p>\n\u003cp>Scraper sent only her youngest, twins, into in-person school, and they found out they were exposed to someone with COVID-19 after the second day. She and her twins stayed home for two weeks. They later tested negative, she told us, and meanwhile she kept supporting her students from home through quarantine.\u003c/p>\n\u003cp>Shana White teaches computer science to middle schoolers in suburban Atlanta. Currently, she wears a mask and a face shield and sits behind plexiglass at the back of the classroom. She has to teach students simultaneously online and in person.\u003c/p>\n\u003cp>\"It doesn't work,\" she says, \"but that's what they're forcing us to do.\"\u003c/p>\n\u003cp>The problem? \"You can't give proper attention to both groups equally. ... Somebody gets the short end of the stick.\"\u003c/p>\n\u003cp>White says her son and daughter are learning virtually while her husband works from home. She says it's killing their love of school: \"Every time in the morning when my son gets up, he goes, 'Oh my gosh, I have to do virtual school again.' And just hearing that from my 8-year-old, it breaks my heart.\"\u003c/p>\n\u003cp>But she also doesn't think it's safe to be learning in person, especially for her son, who has asthma. Every day after coming home, she showers and changes clothes before coming near her family, to avoid contamination.\u003c/p>\n\u003cp>\"I don't feel like it's safe to be in schools,\" she says. \"But we are a right-to-work state. As my job is requiring me to, I'm in here being as safe and cautious as I can.\"\u003c/p>\n\u003cfigure id=\"attachment_56671\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56671\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/patricia_stamper_0316-37d215de7f40f83a8986929029add2f948531d87-scaled-e1600414725353.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Patricia Stamper holds her younger son, 1, at their home. \u003ccite>(Jared Soares for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"People are vilifying educators\"\u003c/strong>\u003c/p>\n\u003cp>Adding to personal and professional struggles, teachers told us they're also feeling affected by public frustration and complaints about teachers.\u003c/p>\n\u003cp>\"People are vilifying educators,\" says Heather Cline, who teaches high school Spanish in Seattle and is the mother of a 6-year-old who was adopted from Azerbaijan and is an English-language learner. \"I'm beyond frustrated and overwhelmed, and I don't feel as if my district is supporting us educators nearly enough.\"\u003c/p>\n\u003cp>Melanie Goldberg in Brooklyn agrees: \"Even though I have friends who know that I'm a teacher, I still end up hearing the negative teacher talk a lot.\"\u003c/p>\n\u003cp>She says some more privileged families have a \"client\" mentality, expecting personalized service from their children's teachers. \"It's uninformed, and it's pretty mean, even though they know personally for me how much of a struggle it is or how unrealistic it would be for them to totally revamp their professional lives with no support.\"\u003c/p>\n\u003cp>Jessica, whose last name we're not using to protect her family's privacy, summed up the uncertainty that teachers who are parents are feeling, twice over, right now. \"The best way I can describe the entirety of this experience is just a giant mental seesaw.\"\u003c/p>\n\u003cp>Jessica is a math and reading intervention teacher who lives on a farm in rural Minnesota. She says she herself and her older daughter are on the autism spectrum, while her younger daughter has a disorder with some psychiatric symptoms called PANDAS.\u003c/p>\n\u003cp>Jessica has been going back and forth with her district about whether she'll be allowed an accommodation to teach from home — and going back and forth with herself about whether she should take one:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One minute you're like: Yup, we're in person. I can do this. You know, it's not ethical for me to, like, desert my students and be unwilling to do something that's scary and makes me anxious because I'm selfish and I just don't feel like it. So I'm going to suck it up and do it. ... And the next minute, I see that we added seven cases in our county today, and I feel like, oh, my God, everybody's going to die!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Only+1+Person%27%3A+Teachers+Feel+Torn+Between+Their+Students+And+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Growing Demand For Wilderness Education May Widen Learning Inequality",
"title": "A Growing Demand For Wilderness Education May Widen Learning Inequality",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Parents desperate to get their kids outdoors and offline are choosing wilderness schools for their kids, but poor, urban kids are missing out. Educators in Kingston, N.Y., are trying to change that.",
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"description": "Parents desperate to get their kids outdoors and offline are choosing wilderness schools for their kids, but poor, urban kids are missing out. Educators in Kingston, N.Y., are trying to change that.",
"title": "A Growing Demand For Wilderness Education May Widen Learning Inequality - MindShift",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning",
"title": "We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/NotesByMrsC/status/1292985327540371463\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56653\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg\" alt=\"\" width=\"680\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small-160x89.jpg 160w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\n",
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"excerpt": "The first year is the hardest for new teachers. Approaching this school year with the guidance one would give a first-year teacher can serve as a helpful tool for navigating the workload and mitigating total exhaustion. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Pandemic Has Researchers Worried About Teen Suicide",
"title": "The Pandemic Has Researchers Worried About Teen Suicide",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cp>Teen and youth anxiety and depression are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in youth suicide.\u003c/p>\n\u003cp>At the end of June, the Centers for Disease Control and Prevention surveyed almost 10,000 Americans on their mental health. They found symptoms of anxiety and depression were up sharply across the board between March and June, compared with the same time the previous year. And young people seemed to be the hardest-hit of any group.\u003c/p>\n\u003cp>Almost 11 percent of all respondents to that survey said they had \"seriously considered\" suicide in the past 30 days. For those ages 18 to 24, the number was 1 in 4 — more than twice as high.\u003c/p>\n\u003cp>Data collection for several studies on teen mental health during the pandemic is currently underway. And experts worry those studies will show a spike in suicide, because young people are increasingly cut off from peers and caring adults, because their futures are uncertain and because they are spending more time at home, where they are most likely to have access to lethal weapons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Teenagers are in a developmental space where it is critically important that they have regular contact with their peers and are able to develop close and ongoing relationships with adults outside the home, such as their teachers, their coaches, their advisers,\" says Lisa Damour, an adolescent psychologist who is a columnist and host of the podcast \u003cem>Ask Lisa: The Psychology of Parenting\u003c/em>. \"And I worry very much about what it means for that to be disrupted by the pandemic.\"\u003c/p>\n\u003cp>The stressors of COVID come as youth suicide was already at a record high before the pandemic, with increases every year since 2007. Suicide is the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">second leading cause\u003c/a> of death among people ages 10-24, after accidents, as it has been for many years, according to the most recent data available from the CDC.\u003c/p>\n\u003cp>Not having guns in the home, or keeping them safely locked away, is another overlooked factor in suicide risk. A \u003ca href=\"https://everytownresearch.org/report/the-rise-of-firearm-suicide-among-young-americans/\">new analysis \u003c/a>of the latest CDC data, just released by the advocacy group Everytown for Gun Safety, found that the rate of specifically firearm suicides increased 51% for 15-24 year olds in the decade ending in 2018. Among 10- to 14-year-olds, who have a lower rate of suicide to begin with, suicide by gun increased a staggering 214% in that time frame.\u003c/p>\n\u003cp>Gun suicide is astonishingly lethal: Of all suicide attempts not involving guns, 94% fail, and most of those people do not try again, Everytown reports. Of all suicide attempts that do involve guns, 90% succeed. That's one reason that gun ownership correlates with the youth suicide rate, state by state. A study last year found that for each 10 percent increase in household gun ownership in a state, the suicide rate for 10- to 19-year-olds increases by more than 25 percent.\u003c/p>\n\u003cp>And, the presence of guns is another community risk factor that has increased during the pandemic: From March to July 2020, Everytown reports, \u003ca href=\"https://www.npr.org/2020/07/16/891608244/protests-and-pandemic-spark-record-gun-sales\">gun sales doubled\u003c/a> compared with the year before.\u003c/p>\n\u003cp>Carrson Everett, 17, says when he himself attempted suicide, the fact that his parents kept their guns safely locked away and out of reach most likely helped save his life. He says that during the pandemic, \"Teenagers are already having the effect of isolation, staying at home and everything. And now there's all these new firearms in their homes and, you know, we can't tell who's safely storing their guns and who isn't. And it's very dangerous.\"\u003c/p>\n\u003cp>Everett has started his senior year of high school in Kingsport, Tenn., on a hybrid schedule. On the days that he's home, he says he wonders what he's missing out on at school. \"Everyone feels isolated, and it's been very tough for everybody.\"\u003c/p>\n\u003cp>He says these past few months have been especially hard for him because he has depression and anxiety. Plus, he says he's been bullied for years for being gay, including over video chat during distance learning.\u003c/p>\n\u003cp>Everett is a volunteer for Students Demand Action, an anti-gun violence group that is part of Everytown. He said he's learned that gun violence isn't just a matter of crime or mass shootings, but also suicide. \"I wrote an op-ed about a kid that was my age over in Cookeville, Tennessee, that had taken his own life with a firearm because he had been outed [as gay] at school. So, you know, it's very relatable for me.\"\u003c/p>\n\u003cp>Damour, the teen psychologist, explains that not having guns in the home, or keeping them safely locked away, is important especially for adolescents because \"teens are impulsive.\"\u003c/p>\n\u003cp>\u003cstrong>What parents can do\u003c/strong>\u003c/p>\n\u003cp>She says parents need to know that suicide is preventable. A red flag is when sadness is more than a passing mood. Caregivers need to check in regularly — which can be unexpectedly complicated when the whole family is spending so much time at home.\u003c/p>\n\u003cp>A common pattern, she notes, is parents trying to work during the day, and teenagers staying up late at night to have time to themselves. This isn't inherently a problem, Damour says, but \"there's a difference between allowing privacy and allowing a teenager to hole up in their room for days at a time.\"\u003c/p>\n\u003cp>If a teen talks about harming themselves or wanting to disappear, a parent should ask directly, \"Is that something you think you might really do or you think about doing? Or are you just letting me know that you're very upset right now?\" And, she adds, hear them out without dismissing what they're saying.\u003c/p>\n\u003cp>She also says parents should look out for anger: \"In teenagers, uniquely, depression can take the form of irritability. That depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way. And that is easy to miss because sometimes we'll just dismiss that as being a snarky teenager.\"\u003c/p>\n\u003cp>If school is all-virtual, she says, parents should look for safe sports, work or volunteer opportunities that allow teens to have social time and contact with other caring adults.\u003c/p>\n\u003cp>Finally, Damour says she sees one bright spot: During the pandemic, she and other clinicians are finding that telemedicine — therapy over video chat — is working surprisingly well with adolescents.\u003c/p>\n\u003cp>\"The teenagers that I see are often talking to me from their bedrooms, sometimes flopped over in their beds,\" she says. \"There's something unguarded about it that's very different than having them sit in my office.\"\u003c/p>\n\u003cp>And, virtual therapy can lower barriers to access for families who might have had to travel to get accessible mental health care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Pandemic+Has+Researchers+Worried+About+Teen+Suicide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Anxiety and depression among teens and youth are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in suicide.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cp>Teen and youth anxiety and depression are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in youth suicide.\u003c/p>\n\u003cp>At the end of June, the Centers for Disease Control and Prevention surveyed almost 10,000 Americans on their mental health. They found symptoms of anxiety and depression were up sharply across the board between March and June, compared with the same time the previous year. And young people seemed to be the hardest-hit of any group.\u003c/p>\n\u003cp>Almost 11 percent of all respondents to that survey said they had \"seriously considered\" suicide in the past 30 days. For those ages 18 to 24, the number was 1 in 4 — more than twice as high.\u003c/p>\n\u003cp>Data collection for several studies on teen mental health during the pandemic is currently underway. And experts worry those studies will show a spike in suicide, because young people are increasingly cut off from peers and caring adults, because their futures are uncertain and because they are spending more time at home, where they are most likely to have access to lethal weapons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Teenagers are in a developmental space where it is critically important that they have regular contact with their peers and are able to develop close and ongoing relationships with adults outside the home, such as their teachers, their coaches, their advisers,\" says Lisa Damour, an adolescent psychologist who is a columnist and host of the podcast \u003cem>Ask Lisa: The Psychology of Parenting\u003c/em>. \"And I worry very much about what it means for that to be disrupted by the pandemic.\"\u003c/p>\n\u003cp>The stressors of COVID come as youth suicide was already at a record high before the pandemic, with increases every year since 2007. Suicide is the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">second leading cause\u003c/a> of death among people ages 10-24, after accidents, as it has been for many years, according to the most recent data available from the CDC.\u003c/p>\n\u003cp>Not having guns in the home, or keeping them safely locked away, is another overlooked factor in suicide risk. A \u003ca href=\"https://everytownresearch.org/report/the-rise-of-firearm-suicide-among-young-americans/\">new analysis \u003c/a>of the latest CDC data, just released by the advocacy group Everytown for Gun Safety, found that the rate of specifically firearm suicides increased 51% for 15-24 year olds in the decade ending in 2018. Among 10- to 14-year-olds, who have a lower rate of suicide to begin with, suicide by gun increased a staggering 214% in that time frame.\u003c/p>\n\u003cp>Gun suicide is astonishingly lethal: Of all suicide attempts not involving guns, 94% fail, and most of those people do not try again, Everytown reports. Of all suicide attempts that do involve guns, 90% succeed. That's one reason that gun ownership correlates with the youth suicide rate, state by state. A study last year found that for each 10 percent increase in household gun ownership in a state, the suicide rate for 10- to 19-year-olds increases by more than 25 percent.\u003c/p>\n\u003cp>And, the presence of guns is another community risk factor that has increased during the pandemic: From March to July 2020, Everytown reports, \u003ca href=\"https://www.npr.org/2020/07/16/891608244/protests-and-pandemic-spark-record-gun-sales\">gun sales doubled\u003c/a> compared with the year before.\u003c/p>\n\u003cp>Carrson Everett, 17, says when he himself attempted suicide, the fact that his parents kept their guns safely locked away and out of reach most likely helped save his life. He says that during the pandemic, \"Teenagers are already having the effect of isolation, staying at home and everything. And now there's all these new firearms in their homes and, you know, we can't tell who's safely storing their guns and who isn't. And it's very dangerous.\"\u003c/p>\n\u003cp>Everett has started his senior year of high school in Kingsport, Tenn., on a hybrid schedule. On the days that he's home, he says he wonders what he's missing out on at school. \"Everyone feels isolated, and it's been very tough for everybody.\"\u003c/p>\n\u003cp>He says these past few months have been especially hard for him because he has depression and anxiety. Plus, he says he's been bullied for years for being gay, including over video chat during distance learning.\u003c/p>\n\u003cp>Everett is a volunteer for Students Demand Action, an anti-gun violence group that is part of Everytown. He said he's learned that gun violence isn't just a matter of crime or mass shootings, but also suicide. \"I wrote an op-ed about a kid that was my age over in Cookeville, Tennessee, that had taken his own life with a firearm because he had been outed [as gay] at school. So, you know, it's very relatable for me.\"\u003c/p>\n\u003cp>Damour, the teen psychologist, explains that not having guns in the home, or keeping them safely locked away, is important especially for adolescents because \"teens are impulsive.\"\u003c/p>\n\u003cp>\u003cstrong>What parents can do\u003c/strong>\u003c/p>\n\u003cp>She says parents need to know that suicide is preventable. A red flag is when sadness is more than a passing mood. Caregivers need to check in regularly — which can be unexpectedly complicated when the whole family is spending so much time at home.\u003c/p>\n\u003cp>A common pattern, she notes, is parents trying to work during the day, and teenagers staying up late at night to have time to themselves. This isn't inherently a problem, Damour says, but \"there's a difference between allowing privacy and allowing a teenager to hole up in their room for days at a time.\"\u003c/p>\n\u003cp>If a teen talks about harming themselves or wanting to disappear, a parent should ask directly, \"Is that something you think you might really do or you think about doing? Or are you just letting me know that you're very upset right now?\" And, she adds, hear them out without dismissing what they're saying.\u003c/p>\n\u003cp>She also says parents should look out for anger: \"In teenagers, uniquely, depression can take the form of irritability. That depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way. And that is easy to miss because sometimes we'll just dismiss that as being a snarky teenager.\"\u003c/p>\n\u003cp>If school is all-virtual, she says, parents should look for safe sports, work or volunteer opportunities that allow teens to have social time and contact with other caring adults.\u003c/p>\n\u003cp>Finally, Damour says she sees one bright spot: During the pandemic, she and other clinicians are finding that telemedicine — therapy over video chat — is working surprisingly well with adolescents.\u003c/p>\n\u003cp>\"The teenagers that I see are often talking to me from their bedrooms, sometimes flopped over in their beds,\" she says. \"There's something unguarded about it that's very different than having them sit in my office.\"\u003c/p>\n\u003cp>And, virtual therapy can lower barriers to access for families who might have had to travel to get accessible mental health care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Pandemic+Has+Researchers+Worried+About+Teen+Suicide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Nearly a quarter of people in the United States are experiencing symptoms of depression, according to a \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2770146?widget=personalizedcontent&previousarticle=0\">study\u003c/a> published Wednesday. That's nearly three times the number before the COVID-19 pandemic began.\u003c/p>\n\u003cp>And those with a lower income, smaller savings and people severely affected by the pandemic — either through a job loss, for example, or by the death of a loved one — are more likely to be bearing the burden of these symptoms.\u003c/p>\n\u003cp>When a population experiences something traumatic, such as a pandemic or a natural disaster, researchers usually expect a rise in mental illnesses in the weeks and months following the event.\u003c/p>\n\u003cp>But the mental health toll of the coronavirus pandemic seems to be far greater than previous mass traumas, says \u003ca href=\"https://www.brown.edu/academics/public-health/hspp/people/catherine-ettman\">Catherine Ettman\u003c/a>, a doctoral student in public health at Brown University and an author of the study, which was published in the current issue of the American Medical Association journal \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2656148\">JAMA Network Open\u003c/a>.\u003c/p>\n\u003cp>\"We were surprised at the high levels of depression,\" Ettman says. \"These rates were higher than what we've seen in the general population after other large-scale traumas like September 11, Hurricane Katrina and the Hong Kong unrest.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think it reflects both the widespread nature of this particular trauma as well as the fact that there are multiple traumas,\" says \u003ca href=\"https://www.bu.edu/sph/profile/sandro-galea/\">Dr. Sandro Galea\u003c/a>, an epidemiologist and dean of the School of Public Health at Boston University. Galea coauthored the new study with Ettman.\u003c/p>\n\u003cp>Traumas linked to pandemic have included ongoing anxiety and fear of catching the disease, and grief over the illness or loss of loved ones as well as the economic fallout.\u003c/p>\n\u003cp>\"It's not one of these 'we get hit and it's over' kind of things. That is, psychologically speaking, the easiest thing to recover from,\" says \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/209/george-s-everly\">George Everly\u003c/a>, a psychologist at Johns Hopkins University, who wasn't involved in the research. Once a discrete disaster is over, he says, people often are able to start rebuilding their lives and regain a sense of normalcy.\u003c/p>\n\u003cp>But with COVID-19 cases still climbing across the U.S., and the course of the pandemic still uncertain, Americans are constantly stressed, not knowing what lies ahead, he says. And that makes it more difficult for people to recover emotionally.\u003c/p>\n\u003cp>\"The hardest thing to recover from is waiting for that ... second shoe to drop,\" Everly says. \"You never know when it's going to drop.\"\u003c/p>\n\u003cp>Galea points to a couple of recent studies that have also documented the emotional toll of the pandemic. A \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2766941\">study published in JAMA\u003c/a> in June found elevated levels of psychological distress and loneliness among U.S. adults in the earliest months of the pandemic. And in another \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6932a1.htm?s_cid=mm6932a1_w#contribAff\">study from the Centers for Disease Control and Prevention\u003c/a>, published in mid-August, a significant number of Americans reported experiencing mental health symptoms during the pandemic — including depression, anxiety, substance abuse and thoughts of suicide.\u003c/p>\n\u003cp>\"It looks to me like the science is converging, that this is exactly what's happening in the population,\" Galea says.\u003c/p>\n\u003cp>What's more, some of the public health measures required to keep us safe from the virus have taken away our most effective ways of buffering stress, Everly says: social connection within a community.\u003c/p>\n\u003cp>\"In virtually every wide-scale disaster I studied, there is a sense of human resilience — people come together,\" he says. \"Interpersonal support is the single best predictor of human resilience. This disaster undermines our single most important protective factor.\"\u003c/p>\n\u003cp>Like the other effects of the pandemic — health and economic — the mental health effects are being disproportionately borne by people who started out with fewer social supports and financial resources, the study finds.\u003c/p>\n\u003cp>\"People with lower income were twice as likely to have depression,\" Ettman says, \"and among people within the same income group, [those] who had less in savings were 1.5 times more likely to have depression.\"\u003c/p>\n\u003cp>Those who had lost a job, or experienced the death of a loved one were at a significantly higher risk of having symptoms of depression.\u003c/p>\n\u003cp>That disproportionate effect, Galea says, \"compounds existing problems and runs the risk of creating further divides between health haves and have-nots.\"\u003c/p>\n\u003cp>That's because depression and other mental illnesses put people at risk of a host of physical health problems, which in turn affect their ability to work and maintain their social connections. \"Poorer mental health is at the heart of poor health,\" Galea says. \"More broadly, it's at the heart of poor economic function, poor social function.\"\u003c/p>\n\u003cp>He says he fears that the COVID-19 pandemic has paved the way for \"another pandemic of depression.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The second pandemic, I would suggest, is not only coming but is here,\" Everly says. \"I believe that it will intensify because ... there will be a ripple effect. Once we get a treatment and a vaccine, it is naive to believe that the mental health consequences will disappear overnight.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pandemic%27s+Emotional+Hammer+Hits+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nearly a quarter of people in the United States are experiencing symptoms of depression, according to a \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2770146?widget=personalizedcontent&previousarticle=0\">study\u003c/a> published Wednesday. That's nearly three times the number before the COVID-19 pandemic began.\u003c/p>\n\u003cp>And those with a lower income, smaller savings and people severely affected by the pandemic — either through a job loss, for example, or by the death of a loved one — are more likely to be bearing the burden of these symptoms.\u003c/p>\n\u003cp>When a population experiences something traumatic, such as a pandemic or a natural disaster, researchers usually expect a rise in mental illnesses in the weeks and months following the event.\u003c/p>\n\u003cp>But the mental health toll of the coronavirus pandemic seems to be far greater than previous mass traumas, says \u003ca href=\"https://www.brown.edu/academics/public-health/hspp/people/catherine-ettman\">Catherine Ettman\u003c/a>, a doctoral student in public health at Brown University and an author of the study, which was published in the current issue of the American Medical Association journal \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2656148\">JAMA Network Open\u003c/a>.\u003c/p>\n\u003cp>\"We were surprised at the high levels of depression,\" Ettman says. \"These rates were higher than what we've seen in the general population after other large-scale traumas like September 11, Hurricane Katrina and the Hong Kong unrest.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think it reflects both the widespread nature of this particular trauma as well as the fact that there are multiple traumas,\" says \u003ca href=\"https://www.bu.edu/sph/profile/sandro-galea/\">Dr. Sandro Galea\u003c/a>, an epidemiologist and dean of the School of Public Health at Boston University. Galea coauthored the new study with Ettman.\u003c/p>\n\u003cp>Traumas linked to pandemic have included ongoing anxiety and fear of catching the disease, and grief over the illness or loss of loved ones as well as the economic fallout.\u003c/p>\n\u003cp>\"It's not one of these 'we get hit and it's over' kind of things. That is, psychologically speaking, the easiest thing to recover from,\" says \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/209/george-s-everly\">George Everly\u003c/a>, a psychologist at Johns Hopkins University, who wasn't involved in the research. Once a discrete disaster is over, he says, people often are able to start rebuilding their lives and regain a sense of normalcy.\u003c/p>\n\u003cp>But with COVID-19 cases still climbing across the U.S., and the course of the pandemic still uncertain, Americans are constantly stressed, not knowing what lies ahead, he says. And that makes it more difficult for people to recover emotionally.\u003c/p>\n\u003cp>\"The hardest thing to recover from is waiting for that ... second shoe to drop,\" Everly says. \"You never know when it's going to drop.\"\u003c/p>\n\u003cp>Galea points to a couple of recent studies that have also documented the emotional toll of the pandemic. A \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2766941\">study published in JAMA\u003c/a> in June found elevated levels of psychological distress and loneliness among U.S. adults in the earliest months of the pandemic. And in another \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6932a1.htm?s_cid=mm6932a1_w#contribAff\">study from the Centers for Disease Control and Prevention\u003c/a>, published in mid-August, a significant number of Americans reported experiencing mental health symptoms during the pandemic — including depression, anxiety, substance abuse and thoughts of suicide.\u003c/p>\n\u003cp>\"It looks to me like the science is converging, that this is exactly what's happening in the population,\" Galea says.\u003c/p>\n\u003cp>What's more, some of the public health measures required to keep us safe from the virus have taken away our most effective ways of buffering stress, Everly says: social connection within a community.\u003c/p>\n\u003cp>\"In virtually every wide-scale disaster I studied, there is a sense of human resilience — people come together,\" he says. \"Interpersonal support is the single best predictor of human resilience. This disaster undermines our single most important protective factor.\"\u003c/p>\n\u003cp>Like the other effects of the pandemic — health and economic — the mental health effects are being disproportionately borne by people who started out with fewer social supports and financial resources, the study finds.\u003c/p>\n\u003cp>\"People with lower income were twice as likely to have depression,\" Ettman says, \"and among people within the same income group, [those] who had less in savings were 1.5 times more likely to have depression.\"\u003c/p>\n\u003cp>Those who had lost a job, or experienced the death of a loved one were at a significantly higher risk of having symptoms of depression.\u003c/p>\n\u003cp>That disproportionate effect, Galea says, \"compounds existing problems and runs the risk of creating further divides between health haves and have-nots.\"\u003c/p>\n\u003cp>That's because depression and other mental illnesses put people at risk of a host of physical health problems, which in turn affect their ability to work and maintain their social connections. \"Poorer mental health is at the heart of poor health,\" Galea says. \"More broadly, it's at the heart of poor economic function, poor social function.\"\u003c/p>\n\u003cp>He says he fears that the COVID-19 pandemic has paved the way for \"another pandemic of depression.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The second pandemic, I would suggest, is not only coming but is here,\" Everly says. \"I believe that it will intensify because ... there will be a ripple effect. Once we get a treatment and a vaccine, it is naive to believe that the mental health consequences will disappear overnight.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pandemic%27s+Emotional+Hammer+Hits+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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