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"content": "\u003cp>The closure of school buildings in response to the coronavirus has been disruptive and inconvenient for many families, but for those living in homeless shelters or hotel rooms — including \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">roughly 1.5 million\u003c/a> school-aged children — the shuttering of classrooms and cafeterias has been disastrous.\u003c/p>\n\u003cp>For Rachel, a 17-year-old sharing a hotel room in Cincinnati with her mother, the disaster has been academic. Her school gave her a laptop, but \"hotel Wi-Fi is the worst,\" she says. \"Every three seconds [my teacher is] like, 'Rachel, you're glitching. Rachel, you're not moving.'\"\u003c/p>\n\u003cp>For Vanessa Shefer, the disaster has made her feel \"defeated.\" Since May, when the family home burned, she and her four children have stayed in a hotel, a campground and recently left rural New Hampshire to stay with extended family in St. Johnsbury, Vt. Her kids ask, \"When are we going to have a home?\" But Shefer says she can't afford a \"home\" without a good-paying job, and she can't get a job while her kids need help with school.\u003c/p>\n\u003cp>For this story, NPR spoke with students, parents, caregivers, shelter managers and school leaders across the country about what it means, in this moment, to be homeless and schoolless.\u003c/p>\n\u003cfigure id=\"attachment_56753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-49_slide-6cba54068f12a337a80fab9f81493c0ddecd3a9b-scaled-e1602135895714.jpg\" alt=\"Parent walks with child alongside river\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Shefer (right) walks with her family along the Passumpsic River in St. Johnsbury, Vt. \u003ccite>(Ian Thomas Janssen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"How do you choose between working and ... your child's education?\"\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Remote learning can be difficult for children without an adult at home to supervise everything from logging on to the learning itself. The past six months have put all parents and caregivers in a bind, but many families who are homeless now find themselves in an impossible situation.\u003c/p>\n\u003cp>\"How do you choose between working and providing for your family, and your child's education? I mean, what is your priority?\" says Patricia Rivera, a former Chicago Public Schools social worker and founder of \u003ca href=\"http://www.chicagohopesforkids.org/\">Chicago HOPES For Kids\u003c/a>, an afterschool program for homeless youth.\u003c/p>\n\u003cp>Rivera points out that many homeless shelters don't allow parents to leave their children while they go to work. In the past, kids have simply gone to school or parents have found low-cost childcare. But, because of the pandemic, those options have disappeared for many families.\u003c/p>\n\u003cp>Parents and caregivers experiencing homelessness are also more likely to work low-wage jobs that cannot be done remotely and that offer little schedule flexibility.\u003c/p>\n\u003cp>In May, Vanessa Shefer felt torn between her job at Dollar Tree and helping her kids with remote learning. \"It was just getting crazy,\" she remembers. She would work from 6 a.m. to 2 p.m. \"When the kids were having to log on, I just had to trust that that's what was happening there.\"\u003c/p>\n\u003cfigure id=\"attachment_56754\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg\" alt=\"\" width=\"200\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74-160x239.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shefer says she can't afford a home for her kids without a good-paying job — and she can't get a job while her kids need help with school. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids' father dropped in to help, Shefer says, but their two eldest sons struggled. Both have specialized education plans, and both had trouble navigating school online.\u003c/p>\n\u003cp>\"It's hard for them to grasp what to do,\" Shefer says. \"And they get frustrated and give up before they even try... My children were required to have four Zoom meetings a day with different teachers, and all of them assigned work. So it was too much.\"\u003c/p>\n\u003cp>Shefer ultimately chose to quit her job to be with her children full-time.\u003c/p>\n\u003cp>April, a mother in Chatham, N.J., also felt torn about leaving her children, in her case to look for work. She and her four kids were placed in a cramped hotel room earlier this year, after they lost their home. She described her experience to federal lawmakers in a July \u003ca href=\"https://www.youtube.com/watch?v=gvFUSKlKUHc&feature=youtu.be\">online briefing\u003c/a>, in which she was identified only by her first name. She recalled riding the train, looking for work in the midst of the pandemic, and her kids calling, \"complaining, 'We can't log on. The Internet's not working.'\"\u003c/p>\n\u003cp>The hotel was about 45 minutes away from their school, April said. \"My kids had nowhere to go, nowhere to be, no outlet. I found a job, and they were angry at me because I'm leaving and they can't.\"\u003c/p>\n\u003cfigure id=\"attachment_56755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-43_slide-652f06771ef0b80dd771b6e27ba6628edf9c6fc0-scaled-e1602135993567.jpg\" alt=\"Passumpsic River in Saint Johnsbury, Vermont \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Shefer and her family moved to St. Johnsbury from rural New Hampshire to stay with extended family. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A struggle to get online\u003c/strong>\u003c/p>\n\u003cp>Even if they don't need adult supervision, every student trying to learn remotely \u003cem>must\u003c/em> have access to a computer and the Internet. While many districts have provided the former, several families experiencing homelessness tell NPR they still struggle to get online.\u003c/p>\n\u003cp>Freda, in Cincinnati, says her five children have tablets, thanks to their district, and free Wi-Fi, thanks to a partnership between the schools and the service provider, Cincinnati Bell. But the download speed is too slow for all of them to use at once, Freda says. \"It sucks. Bad.\" (We aren't using Freda's last name because she and her children say they fear the societal stigma that's sometimes associated with homelessness.)\u003c/p>\n\u003cp>April told lawmakers the poor Wi-Fi at her hotel discouraged her kids from participating in online learning.\u003c/p>\n\u003cp>\"It was just impossible. They just didn't want to do the work at all because they felt so hopeless. I had nothing to take away from them if they didn't do their work. What was I going to take away? Nothing.\"\u003c/p>\n\u003cp>Rebekah Lopez, a mother in Flagstaff, Ariz., is especially worried about her 7-year-old daughter falling behind. They've been living in a camper, without steady Internet. When schools moved online in the spring, learning essentially stopped for Lopez's family.\u003c/p>\n\u003cp>\"I feel like [my children] have kind of regressed since all this has happened because they haven't been in school like they should be,\" Lopez says.\u003c/p>\n\u003cp>Even in districts that are handing out Internet hotspots, families experiencing homelessness may not know about the giveaways because they've moved, often farther from a school, as they search for stable housing, and may not have reliable access to email or a phone.\u003c/p>\n\u003cp>\u003cstrong>The consistency of school\u003c/strong>\u003c/p>\n\u003cp>For children experiencing homelessness, the greatest challenge of remote learning may not be logistical at all — but emotional.\u003c/p>\n\u003cp>Freda and her children — ages 17, 13, 11, 9 and 7 — share the front room of a friend's apartment, sleeping on the floor on pads of bunched-up comforters. A few weeks ago, she and her youngest were watching a cartoon, about a group of friends playing, when her son said, \"I miss school. When are we going back?\"\u003c/p>\n\u003cp>Freda knew immediately what he meant. He missed his friends. He missed his teachers. He missed the familiarity of the building itself.\u003c/p>\n\u003cp>Life in a shelter, hotel or a distant relative's home can be isolating for a child if they're not living near friends. Freda says the place they're living now is far from school, and her kids have not been able to play with friends. Many families don't have transportation either, and, with public transit still disrupted, the social isolation will continue until in-person school resumes.\u003c/p>\n\u003cp>\"[School] gives them that stability,\" says Julie White, who lost her home to Hurricane Harvey in 2017, and is living in a shelter in Bastrop, Texas, with her 18-year-old daughter and 11-year-old granddaughter. A few weeks ago, her granddaughter told her, \"'I really want to go back to school. I just don't like being away from people.'\"\u003c/p>\n\u003cp>Making matters worse, many children living through homelessness had already experienced stress and trauma \u003cem>before\u003c/em> the pandemic — from changing addresses, food insecurity and physical or emotional abuse. That makes the consistency of friends and the kind of adult support a school can provide that much more important — and its absence, that much more destabilizing.\u003c/p>\n\u003cp>\u003cstrong>\"There is nothing equitable about distance learning\"\u003c/strong>\u003c/p>\n\u003cp>None of this is news to school leaders, who say it is these children — their most vulnerable students — who keep them up at night with worry.\u003c/p>\n\u003cp>In Eatonville, Wash., which sits in the shadow of Mount Rainier, school superintendent Krestin Bahr remembers two children in particular. Last spring, with schools closed, they had come to pick up their free meals, then lingered outside the elementary school so they could use the Wi-Fi to work.\u003c/p>\n\u003cp>\"It was freezing cold,\" Bahr remembers. \"They were huddled right in the doorway up against the closed doors... We knew that the family was living in their car, but they didn't have any connectivity. It just tore my heart. I thought, 'You know what? That just cannot happen in America.' \"\u003c/p>\n\u003cp>In her remote town, Bahr says school is the only social safety net for homeless youth. After seeing those two students, huddled in the cold, she told herself: \"We are never closing our doors again... It's our moral obligation.\"\u003c/p>\n\u003cp>This fall, as Bahr has slowly reopened Eatonville's schools, she quickly welcomed her most vulnerable students back into the buildings so they could at least log onto district Wi-Fi and stream their lessons from the safety of the cafeteria.\u003c/p>\n\u003cfigure id=\"attachment_56756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-29_slide-e5e42058a076cd8cd5be9bbb40164840916f1fef-scaled-e1602136060408.jpg\" alt=\"Saint Johnsbury School\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Two of Shefer's children recently began attending in-person classes at St. Johnsbury School two to three days a week. With that time, Shefer hopes to re-focus on finding work. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several school leaders say the toll of closing schools haunted them this summer, as they debated how and when to reopen. They understood that, for their most at-risk kids, especially students who are homeless, closing schools put them at even greater risk — of falling behind academically, not eating three healthy meals a day and experiencing abuse or trauma.\u003c/p>\n\u003cp>\"There is nothing equitable about distance learning for children and youth who are homeless,\" says Barbara Duffield, the head of \u003ca href=\"https://www.schoolhouseconnection.org/about/our-team/\">SchoolHouse Connection\u003c/a>, a national nonprofit that advocates for homeless youth. \"The cost of keeping everyone safe is costing some children much more.\"\u003c/p>\n\u003cp>Even in a pandemic, Duffield says, schools must do more to serve students experiencing homelessness. It's not only the right thing to do, she says, it's required by the \u003ca href=\"https://www.schoolhouseconnection.org/mckinney-vento-act/\">McKinney-Vento Act\u003c/a>, a federal law that guarantees homeless children the ability to go to school, no matter where they're staying, what paperwork they have or whether they have a parent with them.\u003c/p>\n\u003cp>\"Even though schools are closed right now, it's still a lifeline,\" Duffield says of the law. \"It's been consistent, and it's not implemented everywhere well or at all.\"\u003c/p>\n\u003cp>That's another reason many districts that remain closed for the majority of kids are slowly re-opening for students who are homeless.\u003c/p>\n\u003cp>Vanessa Shefer's new district, in Vermont, is now open part-time. Her kids recently began attending in-person two to three days a week. With that time, Shefer hopes to re-focus on finding work and completing her certification to become an EMT, her dream job.\u003c/p>\n\u003cp>Julie White's granddaughter also just began in-person classes at a new school, full-time. At first, White says, the 11-year-old was scared — of having to make friends and of contracting COVID-19. \"But not anymore,\" her granddaughter says. \"I love the new friends I just made, and I even ran into some old ones.\"\u003c/p>\n\u003cp>In Flagstaff, Rebekah Lopez and her husband now send their two children and niece to a district-run learning center, where they can at least access Wi-Fi while they continue remote learning. It's an improvement, Lopez says, but she's still worried about the ground they lost.\u003c/p>\n\u003cp>\"They're not getting the education that they need.\"\u003c/p>\n\u003cp>And in Cincinnati, where Freda has struggled to work and help her kids with remote learning, plans to reopen schools were \u003ca href=\"https://www.cps-k12.org/news/backtoschool\">recently scuttled\u003c/a> because of rising infection rates.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"My children are devastated,\" she says. \"\u003cem>I'm\u003c/em> devastated.\"\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=Homeless+Families+Struggle+With+Impossible+Choices+As+School+Closures+Continue&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The closure of school buildings in response to the coronavirus has been disruptive and inconvenient for many families, but for those living in homeless shelters or hotel rooms — including \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">roughly 1.5 million\u003c/a> school-aged children — the shuttering of classrooms and cafeterias has been disastrous.\u003c/p>\n\u003cp>For Rachel, a 17-year-old sharing a hotel room in Cincinnati with her mother, the disaster has been academic. Her school gave her a laptop, but \"hotel Wi-Fi is the worst,\" she says. \"Every three seconds [my teacher is] like, 'Rachel, you're glitching. Rachel, you're not moving.'\"\u003c/p>\n\u003cp>For Vanessa Shefer, the disaster has made her feel \"defeated.\" Since May, when the family home burned, she and her four children have stayed in a hotel, a campground and recently left rural New Hampshire to stay with extended family in St. Johnsbury, Vt. Her kids ask, \"When are we going to have a home?\" But Shefer says she can't afford a \"home\" without a good-paying job, and she can't get a job while her kids need help with school.\u003c/p>\n\u003cp>For this story, NPR spoke with students, parents, caregivers, shelter managers and school leaders across the country about what it means, in this moment, to be homeless and schoolless.\u003c/p>\n\u003cfigure id=\"attachment_56753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-49_slide-6cba54068f12a337a80fab9f81493c0ddecd3a9b-scaled-e1602135895714.jpg\" alt=\"Parent walks with child alongside river\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Shefer (right) walks with her family along the Passumpsic River in St. Johnsbury, Vt. \u003ccite>(Ian Thomas Janssen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"How do you choose between working and ... your child's education?\"\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Remote learning can be difficult for children without an adult at home to supervise everything from logging on to the learning itself. The past six months have put all parents and caregivers in a bind, but many families who are homeless now find themselves in an impossible situation.\u003c/p>\n\u003cp>\"How do you choose between working and providing for your family, and your child's education? I mean, what is your priority?\" says Patricia Rivera, a former Chicago Public Schools social worker and founder of \u003ca href=\"http://www.chicagohopesforkids.org/\">Chicago HOPES For Kids\u003c/a>, an afterschool program for homeless youth.\u003c/p>\n\u003cp>Rivera points out that many homeless shelters don't allow parents to leave their children while they go to work. In the past, kids have simply gone to school or parents have found low-cost childcare. But, because of the pandemic, those options have disappeared for many families.\u003c/p>\n\u003cp>Parents and caregivers experiencing homelessness are also more likely to work low-wage jobs that cannot be done remotely and that offer little schedule flexibility.\u003c/p>\n\u003cp>In May, Vanessa Shefer felt torn between her job at Dollar Tree and helping her kids with remote learning. \"It was just getting crazy,\" she remembers. She would work from 6 a.m. to 2 p.m. \"When the kids were having to log on, I just had to trust that that's what was happening there.\"\u003c/p>\n\u003cfigure id=\"attachment_56754\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg\" alt=\"\" width=\"200\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-27_custom-4d48fc002076bfaaf4c7cf4f2f776005e5d57c74-160x239.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shefer says she can't afford a home for her kids without a good-paying job — and she can't get a job while her kids need help with school. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids' father dropped in to help, Shefer says, but their two eldest sons struggled. Both have specialized education plans, and both had trouble navigating school online.\u003c/p>\n\u003cp>\"It's hard for them to grasp what to do,\" Shefer says. \"And they get frustrated and give up before they even try... My children were required to have four Zoom meetings a day with different teachers, and all of them assigned work. So it was too much.\"\u003c/p>\n\u003cp>Shefer ultimately chose to quit her job to be with her children full-time.\u003c/p>\n\u003cp>April, a mother in Chatham, N.J., also felt torn about leaving her children, in her case to look for work. She and her four kids were placed in a cramped hotel room earlier this year, after they lost their home. She described her experience to federal lawmakers in a July \u003ca href=\"https://www.youtube.com/watch?v=gvFUSKlKUHc&feature=youtu.be\">online briefing\u003c/a>, in which she was identified only by her first name. She recalled riding the train, looking for work in the midst of the pandemic, and her kids calling, \"complaining, 'We can't log on. The Internet's not working.'\"\u003c/p>\n\u003cp>The hotel was about 45 minutes away from their school, April said. \"My kids had nowhere to go, nowhere to be, no outlet. I found a job, and they were angry at me because I'm leaving and they can't.\"\u003c/p>\n\u003cfigure id=\"attachment_56755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-43_slide-652f06771ef0b80dd771b6e27ba6628edf9c6fc0-scaled-e1602135993567.jpg\" alt=\"Passumpsic River in Saint Johnsbury, Vermont \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Shefer and her family moved to St. Johnsbury from rural New Hampshire to stay with extended family. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A struggle to get online\u003c/strong>\u003c/p>\n\u003cp>Even if they don't need adult supervision, every student trying to learn remotely \u003cem>must\u003c/em> have access to a computer and the Internet. While many districts have provided the former, several families experiencing homelessness tell NPR they still struggle to get online.\u003c/p>\n\u003cp>Freda, in Cincinnati, says her five children have tablets, thanks to their district, and free Wi-Fi, thanks to a partnership between the schools and the service provider, Cincinnati Bell. But the download speed is too slow for all of them to use at once, Freda says. \"It sucks. Bad.\" (We aren't using Freda's last name because she and her children say they fear the societal stigma that's sometimes associated with homelessness.)\u003c/p>\n\u003cp>April told lawmakers the poor Wi-Fi at her hotel discouraged her kids from participating in online learning.\u003c/p>\n\u003cp>\"It was just impossible. They just didn't want to do the work at all because they felt so hopeless. I had nothing to take away from them if they didn't do their work. What was I going to take away? Nothing.\"\u003c/p>\n\u003cp>Rebekah Lopez, a mother in Flagstaff, Ariz., is especially worried about her 7-year-old daughter falling behind. They've been living in a camper, without steady Internet. When schools moved online in the spring, learning essentially stopped for Lopez's family.\u003c/p>\n\u003cp>\"I feel like [my children] have kind of regressed since all this has happened because they haven't been in school like they should be,\" Lopez says.\u003c/p>\n\u003cp>Even in districts that are handing out Internet hotspots, families experiencing homelessness may not know about the giveaways because they've moved, often farther from a school, as they search for stable housing, and may not have reliable access to email or a phone.\u003c/p>\n\u003cp>\u003cstrong>The consistency of school\u003c/strong>\u003c/p>\n\u003cp>For children experiencing homelessness, the greatest challenge of remote learning may not be logistical at all — but emotional.\u003c/p>\n\u003cp>Freda and her children — ages 17, 13, 11, 9 and 7 — share the front room of a friend's apartment, sleeping on the floor on pads of bunched-up comforters. A few weeks ago, she and her youngest were watching a cartoon, about a group of friends playing, when her son said, \"I miss school. When are we going back?\"\u003c/p>\n\u003cp>Freda knew immediately what he meant. He missed his friends. He missed his teachers. He missed the familiarity of the building itself.\u003c/p>\n\u003cp>Life in a shelter, hotel or a distant relative's home can be isolating for a child if they're not living near friends. Freda says the place they're living now is far from school, and her kids have not been able to play with friends. Many families don't have transportation either, and, with public transit still disrupted, the social isolation will continue until in-person school resumes.\u003c/p>\n\u003cp>\"[School] gives them that stability,\" says Julie White, who lost her home to Hurricane Harvey in 2017, and is living in a shelter in Bastrop, Texas, with her 18-year-old daughter and 11-year-old granddaughter. A few weeks ago, her granddaughter told her, \"'I really want to go back to school. I just don't like being away from people.'\"\u003c/p>\n\u003cp>Making matters worse, many children living through homelessness had already experienced stress and trauma \u003cem>before\u003c/em> the pandemic — from changing addresses, food insecurity and physical or emotional abuse. That makes the consistency of friends and the kind of adult support a school can provide that much more important — and its absence, that much more destabilizing.\u003c/p>\n\u003cp>\u003cstrong>\"There is nothing equitable about distance learning\"\u003c/strong>\u003c/p>\n\u003cp>None of this is news to school leaders, who say it is these children — their most vulnerable students — who keep them up at night with worry.\u003c/p>\n\u003cp>In Eatonville, Wash., which sits in the shadow of Mount Rainier, school superintendent Krestin Bahr remembers two children in particular. Last spring, with schools closed, they had come to pick up their free meals, then lingered outside the elementary school so they could use the Wi-Fi to work.\u003c/p>\n\u003cp>\"It was freezing cold,\" Bahr remembers. \"They were huddled right in the doorway up against the closed doors... We knew that the family was living in their car, but they didn't have any connectivity. It just tore my heart. I thought, 'You know what? That just cannot happen in America.' \"\u003c/p>\n\u003cp>In her remote town, Bahr says school is the only social safety net for homeless youth. After seeing those two students, huddled in the cold, she told herself: \"We are never closing our doors again... It's our moral obligation.\"\u003c/p>\n\u003cp>This fall, as Bahr has slowly reopened Eatonville's schools, she quickly welcomed her most vulnerable students back into the buildings so they could at least log onto district Wi-Fi and stream their lessons from the safety of the cafeteria.\u003c/p>\n\u003cfigure id=\"attachment_56756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/itjl_vt-29_slide-e5e42058a076cd8cd5be9bbb40164840916f1fef-scaled-e1602136060408.jpg\" alt=\"Saint Johnsbury School\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Two of Shefer's children recently began attending in-person classes at St. Johnsbury School two to three days a week. With that time, Shefer hopes to re-focus on finding work. \u003ccite>(Ian Thomas Jansen-Lonnquist for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several school leaders say the toll of closing schools haunted them this summer, as they debated how and when to reopen. They understood that, for their most at-risk kids, especially students who are homeless, closing schools put them at even greater risk — of falling behind academically, not eating three healthy meals a day and experiencing abuse or trauma.\u003c/p>\n\u003cp>\"There is nothing equitable about distance learning for children and youth who are homeless,\" says Barbara Duffield, the head of \u003ca href=\"https://www.schoolhouseconnection.org/about/our-team/\">SchoolHouse Connection\u003c/a>, a national nonprofit that advocates for homeless youth. \"The cost of keeping everyone safe is costing some children much more.\"\u003c/p>\n\u003cp>Even in a pandemic, Duffield says, schools must do more to serve students experiencing homelessness. It's not only the right thing to do, she says, it's required by the \u003ca href=\"https://www.schoolhouseconnection.org/mckinney-vento-act/\">McKinney-Vento Act\u003c/a>, a federal law that guarantees homeless children the ability to go to school, no matter where they're staying, what paperwork they have or whether they have a parent with them.\u003c/p>\n\u003cp>\"Even though schools are closed right now, it's still a lifeline,\" Duffield says of the law. \"It's been consistent, and it's not implemented everywhere well or at all.\"\u003c/p>\n\u003cp>That's another reason many districts that remain closed for the majority of kids are slowly re-opening for students who are homeless.\u003c/p>\n\u003cp>Vanessa Shefer's new district, in Vermont, is now open part-time. Her kids recently began attending in-person two to three days a week. With that time, Shefer hopes to re-focus on finding work and completing her certification to become an EMT, her dream job.\u003c/p>\n\u003cp>Julie White's granddaughter also just began in-person classes at a new school, full-time. At first, White says, the 11-year-old was scared — of having to make friends and of contracting COVID-19. \"But not anymore,\" her granddaughter says. \"I love the new friends I just made, and I even ran into some old ones.\"\u003c/p>\n\u003cp>In Flagstaff, Rebekah Lopez and her husband now send their two children and niece to a district-run learning center, where they can at least access Wi-Fi while they continue remote learning. It's an improvement, Lopez says, but she's still worried about the ground they lost.\u003c/p>\n\u003cp>\"They're not getting the education that they need.\"\u003c/p>\n\u003cp>And in Cincinnati, where Freda has struggled to work and help her kids with remote learning, plans to reopen schools were \u003ca href=\"https://www.cps-k12.org/news/backtoschool\">recently scuttled\u003c/a> because of rising infection rates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My children are devastated,\" she says. \"\u003cem>I'm\u003c/em> devastated.\"\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=Homeless+Families+Struggle+With+Impossible+Choices+As+School+Closures+Continue&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Juggling Financial Stress And Caregiving, Parents Are 'Very Not OK' In The Pandemic",
"title": "Juggling Financial Stress And Caregiving, Parents Are 'Very Not OK' In The Pandemic",
"headTitle": "MindShift | KQED News",
"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. 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",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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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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"disqusTitle": "In Internet Dead Zones, Rural Schools Struggle With Distanced Learning",
"title": "In Internet Dead Zones, Rural Schools Struggle With Distanced Learning",
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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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"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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"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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"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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"title": "I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck. - MindShift",
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"headline": "I’m a Chicago Principal Overwhelmed by ‘What Ifs.’ Here’s How I Got Unstuck.",
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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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"excerpt": "Educators around the U.S. told us they're facing heartbreaking choices between the needs of their students and the needs of their own children.",
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"title": "'I'm Only 1 Person': Teachers Feel Torn Between Their Students And Their Own Kids - MindShift",
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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": "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",
"headTitle": "MindShift | KQED News",
"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. 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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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"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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"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>COVID-19 forced Keriann Wilmot's son to trade his classroom for a computer. It was a tough transition for a 10-year-old with attention deficit hyperactivity disorder.\u003c/p>\n\u003cp>\"It was a different environment for him,\" Wilmot says. \"He wasn't used to this kind of work from school coming in the format of an email in his Chromebook every single day.\"\u003c/p>\n\u003cp>Her son would avoid math and writing and instead go straight to his favorite subjects: science and social studies. But even then, online assignments could be a problem.\u003c/p>\n\u003cp>\"There might be something when he opened it that was like a really pretty PDF that had lots of beautiful illustrations and fonts,\" Wilmot says. \"And he would look at it and just get overwhelmed and shut the laptop and walk away.\"\u003c/p>\n\u003cp>Wilmot was much better prepared than most parents to help her son. She'd spent 20 years as an occupational therapist who specializes in helping children with ADHD and other learning disabilities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even so, working with her own child was tough.\u003c/p>\n\u003cp>\"It was a different environment for him, and he wasn't used to me asking him to do these activities,\" she says.\u003c/p>\n\u003cp>In the COVID-19 era, these are common experiences for parents of children with ADHD, says Haftan Eckholdt, a developmental psychologist and chief science officer at \u003ca href=\"https://www.understood.org/\">Understood\u003c/a>, a nonprofit that serves people who learn and think differently.\u003c/p>\n\u003cp>\"Most parents have jobs or they're looking for jobs,\" he says. \"Most households don't have a space that they can say, 'This is now your classroom — this is your space, and you'll have this and nothing else will happen here.' \"\u003c/p>\n\u003cp>And a typical home is full of distractions, Eckholdt says.\u003c/p>\n\u003cp>\"There are siblings and pets and all kinds of things going on, including parents,\" he says. \"So there are a lot of things that are novel and very challenging to kids with ADHD.\"\u003c/p>\n\u003cp>And there's no teacher in the room to counteract those distractions.\u003c/p>\n\u003cp>\"When I was in grade school, the teacher might actually come stand near me,\" Eckholdt says. \"That was a way for me to realize, oh right, here I am, I'm here.\"\u003c/p>\n\u003cp>Wilmot was able to provide a designated place for her son to do his schoolwork. But keeping him on track was a challenge.\u003c/p>\n\u003cp>She would get up at 6 a.m., open all her son's assignments on his laptop, and come up with a plan for how and when he would get them done. Then she'd start her own full-time job, working online with other people's children.\u003c/p>\n\u003cp>It was a lot. And at first, Wilmot didn't realize that her son was missing a critical part of school: recess and the physical activity that came with it.\u003c/p>\n\u003cp>At first, Wilmot asked her son to do his schoolwork before riding his bike. It was a big mistake.\u003c/p>\n\u003cp>\"He was like, 'Mom, I need the bike ride at the beginning of my day,' \" she says. \"And he was absolutely right.\"\u003c/p>\n\u003cp>Schools provide breaks that allow kids to \"release some of the energy and bounce off the walls,\" Eckholdt says. \"At home that has to become part of the schedule.\"\u003c/p>\n\u003cp>Despite the challenges, distance learning can work well for some students with ADHD, Eckholdt says.\u003c/p>\n\u003cp>\"There are certainly kids where not being around peers actually makes it easier for them to focus, and they feel like they have a lot more control and a lot less distraction,\" he says.\u003c/p>\n\u003cp>The different experiences with distance learning reflect the many variations of ADHD, says \u003ca href=\"https://www.urmc.rochester.edu/people/29722174-john-j-foxe\">John Foxe\u003c/a>, a neuroscientist at the University of Rochester and director of the Ernest J. Del Monte Institute for Neuroscience.\u003c/p>\n\u003cp>Foxe says scientists are just beginning to understand how the brains of young people with ADHD are different from those of other kids. But he says MRI scans show that children with ADHD do have something in common neurologically.\u003c/p>\n\u003cp>\"When we're recording these youngsters doing tasks in the magnet, what we find is that there are very clear differences in the engagement of the attention circuits,\" he says.\u003c/p>\n\u003cp>Those differences often make it even harder than it is for other children to overcome the urge to use the computer for fun, Foxe says.\u003c/p>\n\u003cp>\"A lot of kids with ADHD are spending a lot of time on screen time and video games at home at the moment but really struggling with the online lessons,\" he says. \"And that of course makes perfect sense, too, because one of the things about that kind of content is it's highly motivating.\"\u003c/p>\n\u003cp>It's hard for a teacher to compete with the excitement and rewards of a video game. And that's just one of the reason's many students with ADHD will continue to struggle with distance learning, Foxe says.\u003c/p>\n\u003cp>For children with more severe learning and intellectual disabilities, though, online classes just don't work, he says.\u003c/p>\n\u003cp>\"For those kids, sitting at home is a disaster, an absolute disaster,\" Foxe says. \"We need to get them back to school. But we have to do it safely.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Public health officials are still trying to figure out how to do that.\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=Remote+Learning%27s+Distractions+Put+Extra+Pressure+On+Students+With+ADHD&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>COVID-19 forced Keriann Wilmot's son to trade his classroom for a computer. It was a tough transition for a 10-year-old with attention deficit hyperactivity disorder.\u003c/p>\n\u003cp>\"It was a different environment for him,\" Wilmot says. \"He wasn't used to this kind of work from school coming in the format of an email in his Chromebook every single day.\"\u003c/p>\n\u003cp>Her son would avoid math and writing and instead go straight to his favorite subjects: science and social studies. But even then, online assignments could be a problem.\u003c/p>\n\u003cp>\"There might be something when he opened it that was like a really pretty PDF that had lots of beautiful illustrations and fonts,\" Wilmot says. \"And he would look at it and just get overwhelmed and shut the laptop and walk away.\"\u003c/p>\n\u003cp>Wilmot was much better prepared than most parents to help her son. She'd spent 20 years as an occupational therapist who specializes in helping children with ADHD and other learning disabilities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even so, working with her own child was tough.\u003c/p>\n\u003cp>\"It was a different environment for him, and he wasn't used to me asking him to do these activities,\" she says.\u003c/p>\n\u003cp>In the COVID-19 era, these are common experiences for parents of children with ADHD, says Haftan Eckholdt, a developmental psychologist and chief science officer at \u003ca href=\"https://www.understood.org/\">Understood\u003c/a>, a nonprofit that serves people who learn and think differently.\u003c/p>\n\u003cp>\"Most parents have jobs or they're looking for jobs,\" he says. \"Most households don't have a space that they can say, 'This is now your classroom — this is your space, and you'll have this and nothing else will happen here.' \"\u003c/p>\n\u003cp>And a typical home is full of distractions, Eckholdt says.\u003c/p>\n\u003cp>\"There are siblings and pets and all kinds of things going on, including parents,\" he says. \"So there are a lot of things that are novel and very challenging to kids with ADHD.\"\u003c/p>\n\u003cp>And there's no teacher in the room to counteract those distractions.\u003c/p>\n\u003cp>\"When I was in grade school, the teacher might actually come stand near me,\" Eckholdt says. \"That was a way for me to realize, oh right, here I am, I'm here.\"\u003c/p>\n\u003cp>Wilmot was able to provide a designated place for her son to do his schoolwork. But keeping him on track was a challenge.\u003c/p>\n\u003cp>She would get up at 6 a.m., open all her son's assignments on his laptop, and come up with a plan for how and when he would get them done. Then she'd start her own full-time job, working online with other people's children.\u003c/p>\n\u003cp>It was a lot. And at first, Wilmot didn't realize that her son was missing a critical part of school: recess and the physical activity that came with it.\u003c/p>\n\u003cp>At first, Wilmot asked her son to do his schoolwork before riding his bike. It was a big mistake.\u003c/p>\n\u003cp>\"He was like, 'Mom, I need the bike ride at the beginning of my day,' \" she says. \"And he was absolutely right.\"\u003c/p>\n\u003cp>Schools provide breaks that allow kids to \"release some of the energy and bounce off the walls,\" Eckholdt says. \"At home that has to become part of the schedule.\"\u003c/p>\n\u003cp>Despite the challenges, distance learning can work well for some students with ADHD, Eckholdt says.\u003c/p>\n\u003cp>\"There are certainly kids where not being around peers actually makes it easier for them to focus, and they feel like they have a lot more control and a lot less distraction,\" he says.\u003c/p>\n\u003cp>The different experiences with distance learning reflect the many variations of ADHD, says \u003ca href=\"https://www.urmc.rochester.edu/people/29722174-john-j-foxe\">John Foxe\u003c/a>, a neuroscientist at the University of Rochester and director of the Ernest J. Del Monte Institute for Neuroscience.\u003c/p>\n\u003cp>Foxe says scientists are just beginning to understand how the brains of young people with ADHD are different from those of other kids. But he says MRI scans show that children with ADHD do have something in common neurologically.\u003c/p>\n\u003cp>\"When we're recording these youngsters doing tasks in the magnet, what we find is that there are very clear differences in the engagement of the attention circuits,\" he says.\u003c/p>\n\u003cp>Those differences often make it even harder than it is for other children to overcome the urge to use the computer for fun, Foxe says.\u003c/p>\n\u003cp>\"A lot of kids with ADHD are spending a lot of time on screen time and video games at home at the moment but really struggling with the online lessons,\" he says. \"And that of course makes perfect sense, too, because one of the things about that kind of content is it's highly motivating.\"\u003c/p>\n\u003cp>It's hard for a teacher to compete with the excitement and rewards of a video game. And that's just one of the reason's many students with ADHD will continue to struggle with distance learning, Foxe says.\u003c/p>\n\u003cp>For children with more severe learning and intellectual disabilities, though, online classes just don't work, he says.\u003c/p>\n\u003cp>\"For those kids, sitting at home is a disaster, an absolute disaster,\" Foxe says. \"We need to get them back to school. But we have to do it safely.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Public health officials are still trying to figure out how to do that.\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=Remote+Learning%27s+Distractions+Put+Extra+Pressure+On+Students+With+ADHD&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>You've signed up for classes, you've learned your way around the virtual course system — and now, you've got to make sure you survive all the way to graduation.\u003c/p>\n\u003cp>Laptop or paper notes? Highlighter or flashcards? And does music help while studying? Here's how to take better notes and study so that you remember what you've learned — without getting crushed by college stress. Plus: what to do if you do feel crushed.\u003c/p>\n\u003cp>\u003cstrong>1. Learn how to take notes.\u003c/strong>\u003c/p>\n\u003cp>There's no single magic way to take notes, but the act of writing down our interpretation of what we've learned helps organize and consolidate information in our brains.\u003c/p>\n\u003cp>What should you write down? Use clues from your professors to figure out what information is important and what is not.\u003c/p>\n\u003cul>\n\u003cli>Listen to their words: \"This is going to be on the exam\" or \"This is important,\" for instance.\u003c/li>\n\u003cli>Watch them as they teach — they might get animated, repeat themselves, write things on the board.\u003c/li>\n\u003cli>Pay attention when they offer categories and numbered lists. \"Be on the lookout for the ways that professors will organize information,\" says Natalie Murr, a psychologist at North Carolina State University. \"You know, 'Here are the categories of x. There's three categories: No. 1, No. 2 and No. 3.' \"\u003c/li>\n\u003c/ul>\n\u003cp>Also, laptop or paper? It doesn't matter, Murr says. What's more important is that you take down key information, not everything your professor says verbatim.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Get a planner and actually use it.\u003c/strong>\u003c/p>\n\u003cp>You'll have a lot going on in college, and managing your time is a critical skill to master. Use your planner to control your schedule. Write everything down: your classes, your work shifts, assignments and meetings. Let your schedule help you find small windows of time to knock out smaller tasks and keep track of bigger deadlines.\u003c/p>\n\u003cp>\u003cstrong>3. When studying, don't just put information \u003c/strong>\u003cem>\u003cstrong>into\u003c/strong>\u003c/em>\u003cstrong> your brain. Draw it back out. \u003c/strong>\u003c/p>\n\u003cp>We know from research that the most common study strategies are rereading textbooks, rereading notes, and highlighting. We also know that those methods don't really work, because they only focus on the input, not the retrieval, says Pooja Agarwal, a cognitive scientist at the Berklee College of Music.\u003c/p>\n\u003cp>Think of learning as a two-way street. When you re-read and highlight, you're only focused on getting information in, not doing any retrieving.\u003c/p>\n\u003cp>\"Research demonstrates that when we engage in that process of overtly retrieving, we actually organize concepts and create a better structure for what we're understanding,\" Agarwal says. \"So through that process of retrieval, we help make sense of what we're trying to learn.\"\u003c/p>\n\u003cp>Here's what Agarwal recommends to strengthen your retrieval skills.\u003c/p>\n\u003cul>\n\u003cli>The \"Two-Things Rule\": As soon as you finish a lecture or a reading, write down two things you remember.\u003c/li>\n\u003cli>Explain the information to a friend or classmate to test your understanding.\u003c/li>\n\u003cli>Use flashcards — but say the answer out loud (in other words, retrieve it) before you turn it over to check yourself. Shuffle the flashcards and do it again.\u003c/li>\n\u003cli>Set a timer to study for a certain time, take a break, then to get back to work. \"It's almost like an intentional forgetting or a purposeful forgetting,\" Agarwal explains. \"By taking that break, you're letting things simmer a little bit.\"\u003c/li>\n\u003c/ul>\n\u003cp>Another tip — and you might not like this one: Don't listen to music while you read. Research has shown that silence almost doubles reading comprehension, compared to listening to music with lyrics, Agarwal says.\u003c/p>\n\u003cp>\u003cstrong>4. Failure is not the end. \u003c/strong>\u003c/p>\n\u003cp>An F on a test — or even for an entire class — doesn't mean you won't graduate.\u003c/p>\n\u003cp>\"Anyone can do badly in a class,\" says Odette De Leon, an adviser at Valencia College in Orlando. \"We're not born knowing college material. That's why we go to college. That's why we're college students. We're trying to learn these things.\"\u003c/p>\n\u003cp>Sure, it's difficult to hear negative things about yourself — and bad grades are no exception. But being hard on yourself can just make it worse.\u003c/p>\n\u003cp>\u003cstrong>5. Take care of yourself — and get some sleep.\u003c/strong>\u003c/p>\n\u003cp>Students who are sleep-deprived show many of the same symptoms as students diagnosed with attention disorders, says Natalie Murr at North Carolina State.\u003c/p>\n\u003cp>Emotional problems can also throw off a student's focus and interfere with academics.\u003c/p>\n\u003cp>\"If you're really sleepy or if you're really struggling emotionally, there's not a lot of motivation to get up and go to class or do your work or put the effort in that needs to be done,\" Murr says. \"They can really kind of take up space in the brain that would otherwise be open for learning.\"\u003c/p>\n\u003cp>\u003cstrong>6. Let go of the stigma around mental health problems.\u003c/strong>\u003c/p>\n\u003cp>Mental health issues are pervasive among college students, and COVID-19 is only making things tougher. It's nothing to be ashamed of.\u003c/p>\n\u003cp>\"One out of two Americans over their lifetime will have a diagnosable mental health disorder,\" says B. Janet Hibbs, psychologist and author of \u003cem>The Stressed Years of Their Lives\u003c/em>. \"They're highly treatable. It's not something to be scared about.\"\u003c/p>\n\u003cp>And parents, if your kid is in distress, don't judge, says Hibbs. Listen and be supportive so they'll continue to confide in you, and take their anguish seriously.\u003c/p>\n\u003cp>\u003cstrong>7. Know when to reach out for help.\u003c/strong>\u003c/p>\n\u003cp>Stress is so common in college, it can be hard to recognize when it becomes clinically treatable anxiety or depression, says Anthony Rostain, a doctor and professor at the University of Pennsylvania and Hibbs' co-author.\u003c/p>\n\u003cp>Here are warning signs to watch for:\u003c/p>\n\u003cul>\n\u003cli>Trouble sleeping.\u003c/li>\n\u003cli>Trouble waking up.\u003c/li>\n\u003cli>Trouble eating.\u003c/li>\n\u003cli>Feelings of hopelessness or worthlessness.\u003c/li>\n\u003cli>Drinking to the point of blacking out.\u003c/li>\n\u003cli>Having lots of random sexual partners.\u003c/li>\n\u003cli>Not being able to stop playing video games.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Got a neighbor or a niece in college? Consider sharing this story with them.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Resources:\u003c/strong>\u003c/p>\n\u003cp>If you're experiencing thoughts of suicide, call 1-800-273-TALK (8255) or text START to 741-741 to get in touch with someone who can help.\u003c/p>\n\u003cp>The Jed Foundation specializes in supporting mental health in \u003ca href=\"https://www.jedfoundation.org/\">teens and young adults as they transition into adulthood\u003c/a>.\u003c/p>\n\u003cp>ULifeline.org, by the Jed Foundation, offers a database of \u003ca href=\"http://www.ulifeline.org/\">campus mental health resources at more than 1,600 colleges\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Lauren Migaki produced the podcast version of this story. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>LifeKit@npr.org.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>.\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=College+Is+Important.+So+Is+Mental+Health.+Here%27s+How+To+Study+Without+Burning+Out&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>You've signed up for classes, you've learned your way around the virtual course system — and now, you've got to make sure you survive all the way to graduation.\u003c/p>\n\u003cp>Laptop or paper notes? Highlighter or flashcards? And does music help while studying? Here's how to take better notes and study so that you remember what you've learned — without getting crushed by college stress. Plus: what to do if you do feel crushed.\u003c/p>\n\u003cp>\u003cstrong>1. Learn how to take notes.\u003c/strong>\u003c/p>\n\u003cp>There's no single magic way to take notes, but the act of writing down our interpretation of what we've learned helps organize and consolidate information in our brains.\u003c/p>\n\u003cp>What should you write down? Use clues from your professors to figure out what information is important and what is not.\u003c/p>\n\u003cul>\n\u003cli>Listen to their words: \"This is going to be on the exam\" or \"This is important,\" for instance.\u003c/li>\n\u003cli>Watch them as they teach — they might get animated, repeat themselves, write things on the board.\u003c/li>\n\u003cli>Pay attention when they offer categories and numbered lists. \"Be on the lookout for the ways that professors will organize information,\" says Natalie Murr, a psychologist at North Carolina State University. \"You know, 'Here are the categories of x. There's three categories: No. 1, No. 2 and No. 3.' \"\u003c/li>\n\u003c/ul>\n\u003cp>Also, laptop or paper? It doesn't matter, Murr says. What's more important is that you take down key information, not everything your professor says verbatim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Get a planner and actually use it.\u003c/strong>\u003c/p>\n\u003cp>You'll have a lot going on in college, and managing your time is a critical skill to master. Use your planner to control your schedule. Write everything down: your classes, your work shifts, assignments and meetings. Let your schedule help you find small windows of time to knock out smaller tasks and keep track of bigger deadlines.\u003c/p>\n\u003cp>\u003cstrong>3. When studying, don't just put information \u003c/strong>\u003cem>\u003cstrong>into\u003c/strong>\u003c/em>\u003cstrong> your brain. Draw it back out. \u003c/strong>\u003c/p>\n\u003cp>We know from research that the most common study strategies are rereading textbooks, rereading notes, and highlighting. We also know that those methods don't really work, because they only focus on the input, not the retrieval, says Pooja Agarwal, a cognitive scientist at the Berklee College of Music.\u003c/p>\n\u003cp>Think of learning as a two-way street. When you re-read and highlight, you're only focused on getting information in, not doing any retrieving.\u003c/p>\n\u003cp>\"Research demonstrates that when we engage in that process of overtly retrieving, we actually organize concepts and create a better structure for what we're understanding,\" Agarwal says. \"So through that process of retrieval, we help make sense of what we're trying to learn.\"\u003c/p>\n\u003cp>Here's what Agarwal recommends to strengthen your retrieval skills.\u003c/p>\n\u003cul>\n\u003cli>The \"Two-Things Rule\": As soon as you finish a lecture or a reading, write down two things you remember.\u003c/li>\n\u003cli>Explain the information to a friend or classmate to test your understanding.\u003c/li>\n\u003cli>Use flashcards — but say the answer out loud (in other words, retrieve it) before you turn it over to check yourself. Shuffle the flashcards and do it again.\u003c/li>\n\u003cli>Set a timer to study for a certain time, take a break, then to get back to work. \"It's almost like an intentional forgetting or a purposeful forgetting,\" Agarwal explains. \"By taking that break, you're letting things simmer a little bit.\"\u003c/li>\n\u003c/ul>\n\u003cp>Another tip — and you might not like this one: Don't listen to music while you read. Research has shown that silence almost doubles reading comprehension, compared to listening to music with lyrics, Agarwal says.\u003c/p>\n\u003cp>\u003cstrong>4. Failure is not the end. \u003c/strong>\u003c/p>\n\u003cp>An F on a test — or even for an entire class — doesn't mean you won't graduate.\u003c/p>\n\u003cp>\"Anyone can do badly in a class,\" says Odette De Leon, an adviser at Valencia College in Orlando. \"We're not born knowing college material. That's why we go to college. That's why we're college students. We're trying to learn these things.\"\u003c/p>\n\u003cp>Sure, it's difficult to hear negative things about yourself — and bad grades are no exception. But being hard on yourself can just make it worse.\u003c/p>\n\u003cp>\u003cstrong>5. Take care of yourself — and get some sleep.\u003c/strong>\u003c/p>\n\u003cp>Students who are sleep-deprived show many of the same symptoms as students diagnosed with attention disorders, says Natalie Murr at North Carolina State.\u003c/p>\n\u003cp>Emotional problems can also throw off a student's focus and interfere with academics.\u003c/p>\n\u003cp>\"If you're really sleepy or if you're really struggling emotionally, there's not a lot of motivation to get up and go to class or do your work or put the effort in that needs to be done,\" Murr says. \"They can really kind of take up space in the brain that would otherwise be open for learning.\"\u003c/p>\n\u003cp>\u003cstrong>6. Let go of the stigma around mental health problems.\u003c/strong>\u003c/p>\n\u003cp>Mental health issues are pervasive among college students, and COVID-19 is only making things tougher. It's nothing to be ashamed of.\u003c/p>\n\u003cp>\"One out of two Americans over their lifetime will have a diagnosable mental health disorder,\" says B. Janet Hibbs, psychologist and author of \u003cem>The Stressed Years of Their Lives\u003c/em>. \"They're highly treatable. It's not something to be scared about.\"\u003c/p>\n\u003cp>And parents, if your kid is in distress, don't judge, says Hibbs. Listen and be supportive so they'll continue to confide in you, and take their anguish seriously.\u003c/p>\n\u003cp>\u003cstrong>7. Know when to reach out for help.\u003c/strong>\u003c/p>\n\u003cp>Stress is so common in college, it can be hard to recognize when it becomes clinically treatable anxiety or depression, says Anthony Rostain, a doctor and professor at the University of Pennsylvania and Hibbs' co-author.\u003c/p>\n\u003cp>Here are warning signs to watch for:\u003c/p>\n\u003cul>\n\u003cli>Trouble sleeping.\u003c/li>\n\u003cli>Trouble waking up.\u003c/li>\n\u003cli>Trouble eating.\u003c/li>\n\u003cli>Feelings of hopelessness or worthlessness.\u003c/li>\n\u003cli>Drinking to the point of blacking out.\u003c/li>\n\u003cli>Having lots of random sexual partners.\u003c/li>\n\u003cli>Not being able to stop playing video games.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Got a neighbor or a niece in college? Consider sharing this story with them.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Resources:\u003c/strong>\u003c/p>\n\u003cp>If you're experiencing thoughts of suicide, call 1-800-273-TALK (8255) or text START to 741-741 to get in touch with someone who can help.\u003c/p>\n\u003cp>The Jed Foundation specializes in supporting mental health in \u003ca href=\"https://www.jedfoundation.org/\">teens and young adults as they transition into adulthood\u003c/a>.\u003c/p>\n\u003cp>ULifeline.org, by the Jed Foundation, offers a database of \u003ca href=\"http://www.ulifeline.org/\">campus mental health resources at more than 1,600 colleges\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Lauren Migaki produced the podcast version of this story. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>LifeKit@npr.org.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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