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400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n","disqusIdentifier":"57170 https://ww2.kqed.org/mindshift/?p=57170","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/31/what-difference-can-teacher-friendships-make-at-schools/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2881,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":39},"modified":1609611987,"excerpt":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","title":"What Difference Can Teacher Friendships Make at Schools? - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Difference Can Teacher Friendships Make at Schools?","datePublished":"2020-12-31T23:41:24-08:00","dateModified":"2021-01-02T10:26:27-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-difference-can-teacher-friendships-make-at-schools","status":"publish","nprByline":"Gail Cornwall","path":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Positive student-teacher relationships \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">increase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","authors":["byline_mindshift_57170"],"categories":["mindshift_192"],"tags":["mindshift_21396","mindshift_21336","mindshift_608","mindshift_21382","mindshift_943","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57173","label":"mindshift"},"mindshift_57082":{"type":"posts","id":"mindshift_57082","meta":{"index":"posts_1716263798","site":"mindshift","id":"57082","score":null,"sort":[1607588644000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1607588644,"format":"standard","disqusTitle":"How Friends Influence One Another–For Better or Worse–in High School","title":"How Friends Influence One Another–For Better or Worse–in High School","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">High school students face many of the same friendship dynamics as \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">elementary \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">middle school \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">students, yet friendship operates in distinct ways in these later adolescence years. The buffering effect friends provided in earlier childhood, for example, seems to disappear. “Not only did the presence of friends not reduce stress,” \u003c/span>\u003ca href=\"https://www.theatlantic.com/family/archive/2020/01/friendship-crucial-adolescent-brain/605638/\">\u003cspan style=\"font-weight: 400\">writes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lydia Denworth in the 2020 book \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">: “It made things worse. Cortisol levels went up.” \u003c/span>\u003c/p>\n\u003cp>By the time students reach high school, friendships become more stable. \u003cspan style=\"font-weight: 400\">“In middle school, it’s unusual for an individual to maintain the same group of close friends over the space of 18 months,” says \u003c/span>\u003ca href=\"https://edpsych.education.wisc.edu/staff/brown-b-bradford/\">\u003cspan style=\"font-weight: 400\">B. Bradford Brown, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an educational psychology professor at the University of Wisconsin-Madison: “In high school, that is no longer the case.” \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Likely because \u003ca href=\"https://protect-us.mimecast.com/s/YmT-Co2OEkuD8p3Ei18ymG?domain=psycnet.apa.org\">\u003cspan class=\"s2\">individual identities are more solidified\u003c/span>\u003c/a>, older teens \u003ca href=\"https://protect-us.mimecast.com/s/po4jCpYzGli9yE3mtDSq8h?domain=srcd.onlinelibrary.wiley.com\">\u003cspan class=\"s2\">tolerate greater dissimilarity\u003c/span>\u003c/a> in one another. As a result, compromise and collaboration increasingly take the place of conformity.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Like friendship churn, concern over one’s reputation in broader groups peaks in middle school (and early high school). That leaves most high school students\u003c/span>\u003cspan style=\"font-weight: 400\"> relatively less worried about their larger reputation and more focused on the social dynamics within their chosen peer groups, Brown says. It’s a much more adult-like approach. Though we care about being popular our whole lives, many of us begin to focus more on the likeability aspect of popularity than the status side of things as we age, says \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/\">\u003cspan style=\"font-weight: 400\">Mitch Prinstein\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of psychology and neuroscience at the University of North Carolina and author of \u003c/span>\u003ca href=\"http://www.mitchprinstein.com/books/popular-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Popular\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">A shift in the primacy of romantic partners vis-a-vis friends takes place as well. Over the course of mid-to-late adolescence, romantic partners “increasingly rival and eventually surpass friends in terms of closeness,” says \u003ca href=\"https://protect-us.mimecast.com/s/AeRyCqx2Jms1R6jZUQ_NWC?domain=psy.fau.edu\">\u003cspan class=\"s2\">Brett Laursen\u003c/span>\u003c/a>, a child psychology professor at Florida Atlantic University. \u003c/span>\u003cspan style=\"font-weight: 400\">By the tenth grade, teens \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">tend to\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> interact more with romantic partners than anyone else, and \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26595356/\">\u003cspan style=\"font-weight: 400\">research Laursen has been part of\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that as adolescents become involved in romantic relationships, their drinking increasingly mirrors that of their partners rather than their friends.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Peer influence as a positive?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a predictable corollary, romantic partners begin to exert more influence than friends in high school, and friend groups more than larger crowds.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators know the basics of peer pressure. One \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00224545.1984.9924535\">\u003cspan style=\"font-weight: 400\">famous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that the number of one’s friends using drugs is the biggest determinant of drug use. We also know that when peers are present, adolescents take more risks (for example, teenage males \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">drive faster\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the presence of other teenage boys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent research reveals a twist: It’s not necessarily because of any direct egging on. Just presence is enough, because \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-7687.2010.01035.x?referrer_access_token=K09nMQ8q3wZ19cgm97vVqYta6bR2k8jH0KrdpFOxC65pt-xzvuAaJZ2k-ByuzkBqs1VdEr2WPrYfTh_Z9o8EG23A0JPdi6h9e6O4K4GL0Qw1VPBJJ4UKbLB-MXHDJawexP0TYngb635esVu0-r69PmTBZ6ED615Z2vqawwCsfhM%3D\">\u003cspan style=\"font-weight: 400\">the reward centers of adolescents’ brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more active with peers than when alone, according to the research of Temple University’s \u003c/span>\u003ca href=\"https://www.laurencesteinberg.com/\">\u003cspan style=\"font-weight: 400\">Laurence Steinberg\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For her book, Denworth tracked him down as well as \u003c/span>\u003ca href=\"https://sites.google.com/site/blakemorelab/\">\u003cspan style=\"font-weight: 400\">Sarah-Jayne Blakemore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of psychology and cognitive neuroscience at University of Cambridge, who explained the academic upside: “Risk taking in an educational context is a vital skill that enables progress and creativity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s just one \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">positive lens on peer influence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia professor, says: “People talk about negative peer influence … but they neglect the pretty substantial literature that shows a lot of negative behavior of high school kids is discouraged by friends. There is a lot of very positive pressure that peers apply, like, ‘No man, that’s stupid.’” This “obstructing” is one of the many underreported modes of peer influence, Brown says. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-002\">\u003cspan style=\"font-weight: 400\">There’s also\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teasing, reinforcement such as laughing or nodding, and creating situations that facilitate a certain type of behavior, like throwing an unchaperoned party. None of these modes is inherently good or bad, Brown points out. A teen could just as easily create a situation conducive to altruism, like asking a friend to meet them at the food pantry before a concert, knowing full well they’ll end up handing out meals for a few minutes—or cracking a joke about tongue brushing that reinforces oral hygiene.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Behavioral display,” or modeling that leads to emulation, is another type of peer influence. In one 2018 study of college freshmen, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/ecin.12730\">\u003cspan style=\"font-weight: 400\">researchers found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “having friends with higher propensities to study is predictive of receiving higher freshman grades.” Because the study looked at both assigned roommate pairings and chosen friend groups, the researchers were able to show the effect wasn’t just a reflection of “selection bias,” with studious kids having already chosen to befriend each other. Hanging out with someone studious, they concluded, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">adolescents to study for more hours and post higher grades. The findings confirm \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0272431610384487\">\u003cspan style=\"font-weight: 400\">previous\u003c/span>\u003c/a> \u003ca href=\"https://psycnet.apa.org/record/2018-00748-008\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing a correlation between how a child views the importance of doing well in school and how their friends do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar effects have been demonstrated for volunteer work and health-promotive behaviors, such as exercise, \u003c/span>\u003ca href=\"http://www.mitchprinstein.com/\">\u003cspan style=\"font-weight: 400\">Prinstein\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. Positive change has also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">been documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in high school students dating high-functioning peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does all this mean for educators? Influential students can be explicitly tapped to improve classroom dynamics. In \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/289366010_Changing_climates_of_conflict_A_social_network_experiment_in_56_schools\">\u003cspan style=\"font-weight: 400\">one program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids were trained to publicly encourage anti-conflict norms. Disciplinary reports of student conflict dropped 30% over one year. This success may be owed in part to the fact that the program enlisted kids’ help. Efforts that engage teens in actual, real-life tasks \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">have been the most promising\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to changing the content of the values transmitted within adolescent peer groups. Other successful efforts to “benevolently exploit peer influence,” as Prinstein puts it, include using small group discussions to combat bullying and drinking.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Why meddling can backfire\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for another twist? In the anti-conflict norms study, the effect among kids was stronger when the messengers were popular, but were popular for their likeabaility, not status. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laursen, who is also editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, helps explain why: “Influence within friend pairings is unilateral and unidirectional, flowing to the child who has the potential to have more friends outside the relationship.” That means, “if I’m better liked, and I drink less than you, your rate of increasing drinking is going to slow down,” he says. But it \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12246\">\u003cspan style=\"font-weight: 400\">cuts both ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Delinquency, for example, tends to increase when a less-accepted child befriends someone more delinquent. When it comes to academic improvement, Laursen says, “if it’s the less-liked peer doing better in school, forget about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this same reason, he says adults must “tread carefully” in trying to manipulate friendships. It’s just very hard from the outside to know what a kid is and isn’t getting from interactions with a peer: “Let’s say you are a parent and you have a child who’s hanging around with somebody you think isn’t the most desirable friend in terms of their attributes. But perhaps in this friendship your child is the one holding all the cards; everybody is trying to be like your child. If you disrupt that friendship, there’s going to be another in its place, and now you may have put your child in a position where they are the susceptible one. You can make them more vulnerable to negative peer influence than they were before.” (Add on top of that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">research showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teens who are alienated from their close friends become more aggressive.)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Even greater benefits of cooperation\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A cousin of peer influence is \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">collaboration\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, and high school students get unique benefits from it. Carefully structured cooperative learning experiences \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">have been tied to\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> students exerting greater effort and using higher-level reasoning strategies more frequently, ultimately boosting achievement and decreasing problematic behaviors, according to the research of Michigan State University’s \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> What’s more, “in a study of high school seniors,” he reports, “a predisposition to work with peers cooperatively was found to be highly correlated with psychological health.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The promise of boosted academic and social-emotional learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">doesn’t always have to mean\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group assignments though. Laursen says by high school “many kids hate these sort of paired activities when a grade is riding on the product.” On the other hand, they appreciate the opportunity to work alongside a peer on their own work. Friends are distributed over classes so the bump students see from working with someone they like and trust may be easier to get in a study hall setting where students undertake, in toddler parlance, “parallel play” or “being with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both logistical benefits and moral support can also be fostered in a high school class with no preexisting friendships. One \u003c/span>\u003ca href=\"https://unistars.org/papers/STARS2017/08A.pdf\">\u003cspan style=\"font-weight: 400\">small Australian study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of first-year university students showed that when students discussed class content outside of class, they were more likely to progress to second year. Friends provided feedback, reassurance, and encouragement that “increased students’ emotional engagement, their enthusiasm and interest in the course content and in the classroom.” The study’s authors ultimately encouraged teachers to instruct students to talk to each other during breaks, exchange contact information, and consider arranging study sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During distance learning this fall, Mira Debs, executive director of Yale’s education studies program, \u003c/span>\u003ca href=\"https://twitter.com/mira_debs/status/1302632659856785411\">\u003cspan style=\"font-weight: 400\">had students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> write introductions. She hosted a weekly virtual lunch. One student set up an optional group text message chain for the class. Each of these actions increases a sense of belonging—which in turn \u003c/span>\u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33608758/virtual-learning-tips-for-parents/\">\u003cspan style=\"font-weight: 400\">boosts motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—and also provides students with tangible resources. \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor at Vanderbilt University, explains how these college-level findings relate to teens: “If you think about an AP class—high workload, high stress—the way that kids can come together to study, the way they come together to share notes, the way they come together to figure out an assignment …. For those that do, it’s a huge advantage.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Growing importance of race\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And if you are left out of those groups,” Self continues, “the effect that has for you is not just social but also academic.” She reminds us \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">that \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">as kids age\u003c/a>, they increasingly “\u003c/span>\u003ca href=\"https://blogs.brown.edu/amst-2220j-s01-2017-fall/\">\u003cspan style=\"font-weight: 400\">experience the world from a race perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Whether or not they “can be resilient and sustain themselves within systems of oppression in schooling,” she says, “comes down to who their friends are. Do I have a friend that when I feel like a teacher is being racist toward me can affirm that ‘yes, this is happening,’ versus gaslighting me?” Teenagers who have that kind of affirmation “can feel good and whole in the classroom and be successful.” That’s why Beverly Daniel Tatum concludes in \u003c/span>\u003ca href=\"https://www.beverlydanieltatum.com/published-works/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it, benefitting fully from collaborative opportunities.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Technology\u003c/span>\u003cspan style=\"font-weight: 400\"> a\u003c/span>\u003cspan style=\"font-weight: 400\">nd\u003c/span>\u003cspan style=\"font-weight: 400\"> distance\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With schools across the country closed, child development experts worry most about the future of our youngest learners. After all, high school students already had mechanisms in place for connecting at a distance, practices like exchanging Snapchat videos about the parts of the homework that don’t make sense. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Denworth \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/brain-waves/202007/why-zoom-fatigue-is-real-and-what-you-can-do-about-it\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> we can’t discount “Zoom fatigue.” In a \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/brain-waves/202007/why-zoom-fatigue-is-real-and-what-you-can-do-about-it\">\u003cspan style=\"font-weight: 400\">recent article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Psychology Today\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, she describes a book called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Relating Through Technology \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Jeffrey Hall, a professor of communication studies at the University of Kansas. He told Denworth, “Compared to face to face, texting and using social media, energy use during a Zoom call is higher.” Disruptions like your own image, delays, and cross-talk make video calls more intense. They also heighten loneliness: “Zoom is exhausting and lonely because you have to be so much more attentive and so much more aware of what’s going on than you do on phone calls.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even though teens can socialize virtually, Brown says, “the intensity of seeing close friends and romantic partners in person is difficult to give up, so the lack of those face-to-face opportunities is going to create anxiety.” Their developmentally appropriate craving for intimacy is what drives “the way that individuals \u003c/span>\u003ca href=\"https://www.cnn.com/videos/entertainment/2020/09/15/paul-rudd-masks-psa-orig-jk.cnn\">\u003cspan style=\"font-weight: 400\">18 to 25\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are behaving right now,” he says, “having real difficulty engaging in social distancing, wearing a face covering, and staying feet apart.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distance learning may \u003c/span>\u003ca href=\"https://www.statesman.com/opinion/20200728/opinion-when-itrsquos-safe-offer-in-person-learning-to-youngest-kids-first\">\u003cspan style=\"font-weight: 400\">work best for teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, everything we know about friendship in late adolescence suggests they too would benefit from \u003c/span>\u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33434758/homeschooling-pods/\">\u003cspan style=\"font-weight: 400\">in-person learning experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the earliest safe opportunity.\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco.\u003c/em>\u003c/p>\n\n","disqusIdentifier":"57082 https://ww2.kqed.org/mindshift/?p=57082","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/10/how-friends-influence-one-another-for-better-or-worse-in-high-school/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2231,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":25},"modified":1607622713,"excerpt":"The influence of friends vary according to a child's developmental period. In later adolescence, that can pull a student up or down depending on who's around. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The influence of friends vary according to a child's developmental period. In later adolescence, that can pull a student up or down depending on who's around. ","title":"How Friends Influence One Another–For Better or Worse–in High School - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Friends Influence One Another–For Better or Worse–in High School","datePublished":"2020-12-10T00:24:04-08:00","dateModified":"2020-12-10T09:51:53-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-friends-influence-one-another-for-better-or-worse-in-high-school","status":"publish","nprByline":"Gail Cornwall","path":"/mindshift/57082/how-friends-influence-one-another-for-better-or-worse-in-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">High school students face many of the same friendship dynamics as \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">elementary \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">middle school \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">students, yet friendship operates in distinct ways in these later adolescence years. The buffering effect friends provided in earlier childhood, for example, seems to disappear. “Not only did the presence of friends not reduce stress,” \u003c/span>\u003ca href=\"https://www.theatlantic.com/family/archive/2020/01/friendship-crucial-adolescent-brain/605638/\">\u003cspan style=\"font-weight: 400\">writes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lydia Denworth in the 2020 book \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">: “It made things worse. Cortisol levels went up.” \u003c/span>\u003c/p>\n\u003cp>By the time students reach high school, friendships become more stable. \u003cspan style=\"font-weight: 400\">“In middle school, it’s unusual for an individual to maintain the same group of close friends over the space of 18 months,” says \u003c/span>\u003ca href=\"https://edpsych.education.wisc.edu/staff/brown-b-bradford/\">\u003cspan style=\"font-weight: 400\">B. Bradford Brown, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an educational psychology professor at the University of Wisconsin-Madison: “In high school, that is no longer the case.” \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Likely because \u003ca href=\"https://protect-us.mimecast.com/s/YmT-Co2OEkuD8p3Ei18ymG?domain=psycnet.apa.org\">\u003cspan class=\"s2\">individual identities are more solidified\u003c/span>\u003c/a>, older teens \u003ca href=\"https://protect-us.mimecast.com/s/po4jCpYzGli9yE3mtDSq8h?domain=srcd.onlinelibrary.wiley.com\">\u003cspan class=\"s2\">tolerate greater dissimilarity\u003c/span>\u003c/a> in one another. As a result, compromise and collaboration increasingly take the place of conformity.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Like friendship churn, concern over one’s reputation in broader groups peaks in middle school (and early high school). That leaves most high school students\u003c/span>\u003cspan style=\"font-weight: 400\"> relatively less worried about their larger reputation and more focused on the social dynamics within their chosen peer groups, Brown says. It’s a much more adult-like approach. Though we care about being popular our whole lives, many of us begin to focus more on the likeability aspect of popularity than the status side of things as we age, says \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/\">\u003cspan style=\"font-weight: 400\">Mitch Prinstein\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of psychology and neuroscience at the University of North Carolina and author of \u003c/span>\u003ca href=\"http://www.mitchprinstein.com/books/popular-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Popular\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">A shift in the primacy of romantic partners vis-a-vis friends takes place as well. Over the course of mid-to-late adolescence, romantic partners “increasingly rival and eventually surpass friends in terms of closeness,” says \u003ca href=\"https://protect-us.mimecast.com/s/AeRyCqx2Jms1R6jZUQ_NWC?domain=psy.fau.edu\">\u003cspan class=\"s2\">Brett Laursen\u003c/span>\u003c/a>, a child psychology professor at Florida Atlantic University. \u003c/span>\u003cspan style=\"font-weight: 400\">By the tenth grade, teens \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">tend to\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> interact more with romantic partners than anyone else, and \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26595356/\">\u003cspan style=\"font-weight: 400\">research Laursen has been part of\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that as adolescents become involved in romantic relationships, their drinking increasingly mirrors that of their partners rather than their friends.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Peer influence as a positive?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a predictable corollary, romantic partners begin to exert more influence than friends in high school, and friend groups more than larger crowds.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators know the basics of peer pressure. One \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00224545.1984.9924535\">\u003cspan style=\"font-weight: 400\">famous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that the number of one’s friends using drugs is the biggest determinant of drug use. We also know that when peers are present, adolescents take more risks (for example, teenage males \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">drive faster\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the presence of other teenage boys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent research reveals a twist: It’s not necessarily because of any direct egging on. Just presence is enough, because \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-7687.2010.01035.x?referrer_access_token=K09nMQ8q3wZ19cgm97vVqYta6bR2k8jH0KrdpFOxC65pt-xzvuAaJZ2k-ByuzkBqs1VdEr2WPrYfTh_Z9o8EG23A0JPdi6h9e6O4K4GL0Qw1VPBJJ4UKbLB-MXHDJawexP0TYngb635esVu0-r69PmTBZ6ED615Z2vqawwCsfhM%3D\">\u003cspan style=\"font-weight: 400\">the reward centers of adolescents’ brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more active with peers than when alone, according to the research of Temple University’s \u003c/span>\u003ca href=\"https://www.laurencesteinberg.com/\">\u003cspan style=\"font-weight: 400\">Laurence Steinberg\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For her book, Denworth tracked him down as well as \u003c/span>\u003ca href=\"https://sites.google.com/site/blakemorelab/\">\u003cspan style=\"font-weight: 400\">Sarah-Jayne Blakemore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of psychology and cognitive neuroscience at University of Cambridge, who explained the academic upside: “Risk taking in an educational context is a vital skill that enables progress and creativity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s just one \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">positive lens on peer influence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia professor, says: “People talk about negative peer influence … but they neglect the pretty substantial literature that shows a lot of negative behavior of high school kids is discouraged by friends. There is a lot of very positive pressure that peers apply, like, ‘No man, that’s stupid.’” This “obstructing” is one of the many underreported modes of peer influence, Brown says. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-002\">\u003cspan style=\"font-weight: 400\">There’s also\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teasing, reinforcement such as laughing or nodding, and creating situations that facilitate a certain type of behavior, like throwing an unchaperoned party. None of these modes is inherently good or bad, Brown points out. A teen could just as easily create a situation conducive to altruism, like asking a friend to meet them at the food pantry before a concert, knowing full well they’ll end up handing out meals for a few minutes—or cracking a joke about tongue brushing that reinforces oral hygiene.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Behavioral display,” or modeling that leads to emulation, is another type of peer influence. In one 2018 study of college freshmen, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/ecin.12730\">\u003cspan style=\"font-weight: 400\">researchers found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “having friends with higher propensities to study is predictive of receiving higher freshman grades.” Because the study looked at both assigned roommate pairings and chosen friend groups, the researchers were able to show the effect wasn’t just a reflection of “selection bias,” with studious kids having already chosen to befriend each other. Hanging out with someone studious, they concluded, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">caused \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">adolescents to study for more hours and post higher grades. The findings confirm \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0272431610384487\">\u003cspan style=\"font-weight: 400\">previous\u003c/span>\u003c/a> \u003ca href=\"https://psycnet.apa.org/record/2018-00748-008\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing a correlation between how a child views the importance of doing well in school and how their friends do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar effects have been demonstrated for volunteer work and health-promotive behaviors, such as exercise, \u003c/span>\u003ca href=\"http://www.mitchprinstein.com/\">\u003cspan style=\"font-weight: 400\">Prinstein\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. Positive change has also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">been documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in high school students dating high-functioning peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does all this mean for educators? Influential students can be explicitly tapped to improve classroom dynamics. In \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/289366010_Changing_climates_of_conflict_A_social_network_experiment_in_56_schools\">\u003cspan style=\"font-weight: 400\">one program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids were trained to publicly encourage anti-conflict norms. Disciplinary reports of student conflict dropped 30% over one year. This success may be owed in part to the fact that the program enlisted kids’ help. Efforts that engage teens in actual, real-life tasks \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">have been the most promising\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to changing the content of the values transmitted within adolescent peer groups. Other successful efforts to “benevolently exploit peer influence,” as Prinstein puts it, include using small group discussions to combat bullying and drinking.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Why meddling can backfire\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for another twist? In the anti-conflict norms study, the effect among kids was stronger when the messengers were popular, but were popular for their likeabaility, not status. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laursen, who is also editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, helps explain why: “Influence within friend pairings is unilateral and unidirectional, flowing to the child who has the potential to have more friends outside the relationship.” That means, “if I’m better liked, and I drink less than you, your rate of increasing drinking is going to slow down,” he says. But it \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12246\">\u003cspan style=\"font-weight: 400\">cuts both ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Delinquency, for example, tends to increase when a less-accepted child befriends someone more delinquent. When it comes to academic improvement, Laursen says, “if it’s the less-liked peer doing better in school, forget about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this same reason, he says adults must “tread carefully” in trying to manipulate friendships. It’s just very hard from the outside to know what a kid is and isn’t getting from interactions with a peer: “Let’s say you are a parent and you have a child who’s hanging around with somebody you think isn’t the most desirable friend in terms of their attributes. But perhaps in this friendship your child is the one holding all the cards; everybody is trying to be like your child. If you disrupt that friendship, there’s going to be another in its place, and now you may have put your child in a position where they are the susceptible one. You can make them more vulnerable to negative peer influence than they were before.” (Add on top of that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-007\">\u003cspan style=\"font-weight: 400\">research showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teens who are alienated from their close friends become more aggressive.)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Even greater benefits of cooperation\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A cousin of peer influence is \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">collaboration\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, and high school students get unique benefits from it. Carefully structured cooperative learning experiences \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">have been tied to\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> students exerting greater effort and using higher-level reasoning strategies more frequently, ultimately boosting achievement and decreasing problematic behaviors, according to the research of Michigan State University’s \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> What’s more, “in a study of high school seniors,” he reports, “a predisposition to work with peers cooperatively was found to be highly correlated with psychological health.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The promise of boosted academic and social-emotional learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">doesn’t always have to mean\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group assignments though. Laursen says by high school “many kids hate these sort of paired activities when a grade is riding on the product.” On the other hand, they appreciate the opportunity to work alongside a peer on their own work. Friends are distributed over classes so the bump students see from working with someone they like and trust may be easier to get in a study hall setting where students undertake, in toddler parlance, “parallel play” or “being with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both logistical benefits and moral support can also be fostered in a high school class with no preexisting friendships. One \u003c/span>\u003ca href=\"https://unistars.org/papers/STARS2017/08A.pdf\">\u003cspan style=\"font-weight: 400\">small Australian study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of first-year university students showed that when students discussed class content outside of class, they were more likely to progress to second year. Friends provided feedback, reassurance, and encouragement that “increased students’ emotional engagement, their enthusiasm and interest in the course content and in the classroom.” The study’s authors ultimately encouraged teachers to instruct students to talk to each other during breaks, exchange contact information, and consider arranging study sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During distance learning this fall, Mira Debs, executive director of Yale’s education studies program, \u003c/span>\u003ca href=\"https://twitter.com/mira_debs/status/1302632659856785411\">\u003cspan style=\"font-weight: 400\">had students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> write introductions. She hosted a weekly virtual lunch. One student set up an optional group text message chain for the class. Each of these actions increases a sense of belonging—which in turn \u003c/span>\u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33608758/virtual-learning-tips-for-parents/\">\u003cspan style=\"font-weight: 400\">boosts motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—and also provides students with tangible resources. \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor at Vanderbilt University, explains how these college-level findings relate to teens: “If you think about an AP class—high workload, high stress—the way that kids can come together to study, the way they come together to share notes, the way they come together to figure out an assignment …. For those that do, it’s a huge advantage.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Growing importance of race\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And if you are left out of those groups,” Self continues, “the effect that has for you is not just social but also academic.” She reminds us \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">that \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">as kids age\u003c/a>, they increasingly “\u003c/span>\u003ca href=\"https://blogs.brown.edu/amst-2220j-s01-2017-fall/\">\u003cspan style=\"font-weight: 400\">experience the world from a race perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Whether or not they “can be resilient and sustain themselves within systems of oppression in schooling,” she says, “comes down to who their friends are. Do I have a friend that when I feel like a teacher is being racist toward me can affirm that ‘yes, this is happening,’ versus gaslighting me?” Teenagers who have that kind of affirmation “can feel good and whole in the classroom and be successful.” That’s why Beverly Daniel Tatum concludes in \u003c/span>\u003ca href=\"https://www.beverlydanieltatum.com/published-works/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it, benefitting fully from collaborative opportunities.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Technology\u003c/span>\u003cspan style=\"font-weight: 400\"> a\u003c/span>\u003cspan style=\"font-weight: 400\">nd\u003c/span>\u003cspan style=\"font-weight: 400\"> distance\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With schools across the country closed, child development experts worry most about the future of our youngest learners. After all, high school students already had mechanisms in place for connecting at a distance, practices like exchanging Snapchat videos about the parts of the homework that don’t make sense. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Denworth \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/brain-waves/202007/why-zoom-fatigue-is-real-and-what-you-can-do-about-it\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> we can’t discount “Zoom fatigue.” In a \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/brain-waves/202007/why-zoom-fatigue-is-real-and-what-you-can-do-about-it\">\u003cspan style=\"font-weight: 400\">recent article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Psychology Today\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, she describes a book called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Relating Through Technology \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Jeffrey Hall, a professor of communication studies at the University of Kansas. He told Denworth, “Compared to face to face, texting and using social media, energy use during a Zoom call is higher.” Disruptions like your own image, delays, and cross-talk make video calls more intense. They also heighten loneliness: “Zoom is exhausting and lonely because you have to be so much more attentive and so much more aware of what’s going on than you do on phone calls.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even though teens can socialize virtually, Brown says, “the intensity of seeing close friends and romantic partners in person is difficult to give up, so the lack of those face-to-face opportunities is going to create anxiety.” Their developmentally appropriate craving for intimacy is what drives “the way that individuals \u003c/span>\u003ca href=\"https://www.cnn.com/videos/entertainment/2020/09/15/paul-rudd-masks-psa-orig-jk.cnn\">\u003cspan style=\"font-weight: 400\">18 to 25\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are behaving right now,” he says, “having real difficulty engaging in social distancing, wearing a face covering, and staying feet apart.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distance learning may \u003c/span>\u003ca href=\"https://www.statesman.com/opinion/20200728/opinion-when-itrsquos-safe-offer-in-person-learning-to-youngest-kids-first\">\u003cspan style=\"font-weight: 400\">work best for teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, everything we know about friendship in late adolescence suggests they too would benefit from \u003c/span>\u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33434758/homeschooling-pods/\">\u003cspan style=\"font-weight: 400\">in-person learning experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the earliest safe opportunity.\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57082/how-friends-influence-one-another-for-better-or-worse-in-high-school","authors":["byline_mindshift_57082"],"categories":["mindshift_21280"],"tags":["mindshift_21093","mindshift_20811","mindshift_21343","mindshift_358","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_21213","mindshift_21359","mindshift_943"],"featImg":"mindshift_57095","label":"mindshift"},"mindshift_57010":{"type":"posts","id":"mindshift_57010","meta":{"index":"posts_1716263798","site":"mindshift","id":"57010","score":null,"sort":[1606729048000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1606729048,"format":"standard","disqusTitle":"How Understanding Middle School Friendships Can Help Students With Ups and Downs","title":"How Understanding Middle School Friendships Can Help Students With Ups and Downs","headTitle":"MindShift | KQED News","content":"\u003cp>When an accusation like “you don’t care” hurtles an adult’s way, the inner turmoil of adolescence can seem purely excruciating. But these reactions actually stem from a positive force, says Ronald Dahl, who founded the Center for the Developing Adolescent at the University of California, Berkeley: a unique drive to find meaning in life and relationships. And no relationship, parents and educators \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397310000651\">know well\u003c/a>, is as central to the moment-to-moment wellbeing of most tweens and teens as \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">friendship\u003c/a>.\u003c/p>\n\u003cp>“Spending time with their friends isn’t just a pastime,” says \u003ca href=\"http://mitch.web.unc.edu/\">Mitch Prinstein\u003c/a>, professor of psychology and neuroscience at the University of North Carolina. “It’s actually something that they need for their brain development and identity formation. They don’t know who they are until they see themselves through their peers’ eyes. So there is a lot of testing out new roles, new relationships.” It can all be quite stressful.\u003c/p>\n\u003cp>Think about how crushed young teens can feel when a formerly close friend becomes distant or the shame that can follow disclosure of sensitive information to a mere acquaintance. Knowing what studies show—for example, that humans tend to have frenemies and we often confide intimacies in people we aren’t that close to—can assuage adolescents’ fear of being abnormal. Frank discussions like these are important to have at school, since parents of seventh and eighth graders \u003ca href=\"https://psycnet.apa.org/record/2008-08239-011\">have been shown\u003c/a> to talk to their kids about peer interactions less than parents of elementary-age kids do. Knowing what’s normative can reduce the stress of peer interactions, leaving more bandwidth for learning. In fact, \u003ca href=\"https://eric.ed.gov/?id=EJ888657\">experts estimate\u003c/a> that the quality of relationships with peers accounts for 33 to 40 percent of the variance in achievement in middle school.\u003c/p>\n\u003ch2>Characteristics of Healthy Friendships\u003c/h2>\n\u003cp>Among adults, healthy friendships are \"voluntary, personal, positive, and persistent,” Lydia Denworth writes in her 2020 book \u003ca href=\"https://lydiadenworth.com/books/friendship/\">Friendship\u003c/a>, “and they usually assume some measure of equality.” Kids should know that they can decide whether to invest in a relationship or not, and there’s a \u003ca href=\"https://www.nytimes.com/2020/07/23/well/family/quarantine-tween-drama.html\">mathematical formula\u003c/a> for making that call: “the satisfaction and commitment we derive should be greater than the investment we make and the alternatives we forgo.”\u003c/p>\n\u003cp>Miriam Romero, a public school teacher in San Francisco, puts it this way to her fifth-grade students: “It’s okay to walk away or take a break from relationships that aren't supportive.”\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cstrong>People make friend connections differently\u003c/strong> \u003c/span>\u003c/h2>\n\u003cp>Yet not all net-positive friendships look the same. Sociologist Sarah H. Matthews of Cleveland State University talks about three distinct styles of friendship: independent, discerning, and acquisitive. Independent people tend to be happy socializing casually with whoever’s around, while “discerning people are deeply tied to a few very close friends,” Denworth explains. The third sort, acquisitive people, “collect a variety of friends as they move through life. They are open to meeting new people, but keep up old relationships, too.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Humans also “vary in their tendency to introduce their friends to one another,” she reports. Just because a friend wants to hangout with someone else doesn’t mean they don’t value you.\u003c/p>\n\u003cp>Cliques, or “friend groups” as teenagers call them, differ too. “They can be hierarchical, or they can be roughly egalitarian,” Denworth says. “They can be tightly knit or looser and more porous.”\u003c/p>\n\u003cp>Media often showcases the discerning style of friendship and close, exclusive groups, making kids long for besties like the ones in \"The Sisterhood of the Traveling Pants.\" Informing teenagers that human friendship isn’t like that all the time can ease anxiety that their own ties are inferior.\u003c/p>\n\u003ch2>\u003cstrong>Friendships are about fit, not feats\u003c/strong>\u003c/h2>\n\u003cp>For humans of all ages, says \u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">Brett Laursen\u003c/a>, a child psychology professor at Florida Atlantic University, the research is unequivocal: “Concordance is the foundation of friendship.” \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">Similarity\u003c/a> predicts both friendship formation and friendship survival. (Conformity then can be seen as an attempt to both achieve and maintain similarity in order to win and keep friends, respectively.)\u003c/p>\n\u003cp>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12246\">In studies\u003c/a>, “friends who differed on peer acceptance, physical aggression, and school competence had relationships that ended sooner than friends who were similar on these attributes.” \u003cspan style=\"font-weight: 400\">Notice what Laursen, who is also editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, isn’t saying. It’s not that rejects, ruffians, and nerds are inherently unlikeable; spending time with them may just be more appealing to other rejects, ruffians, and nerds.\u003c/span> \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12432\">Another study\u003c/a> extended this concept to “internalizing symptoms,” things like acting anxious, ruminating excessively, and self-consciousness. Those behaviors decreased the longevity of a friendship when only one friend displayed them, but the effect disappeared when both kids struggled. As Laursen put it, “a bad habit is not necessarily a turnoff as long as both friends share the same habit.”\u003c/p>\n\u003cp>While similarity on undesirable traits shouldn’t be the primary goal in forming friendships—after all, humans of all ages get the most out of pairing with friends who share their positive traits—tweens should understand that doing friendship right is about finding someone who suits you best, not winning over objectively wonderful or high-status peers.\u003c/p>\n\u003ch2>Friendship ambivalence and churn is completely normal\u003c/h2>\n\u003cp>While some friendships are overwhelmingly positive and others clearly negative, “ambivalent ties make up a sizable part of our social world—almost half,” Denworth writes. In other words, frenemies are normal.\u003c/p>\n\u003cp>What’s more, about half of friend nominations are not reciprocated. Having a best friend who also nominates you as their best friend, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2352147/\">one study\u003c/a> says, has a positive impact on GPA and increases the feeling of school belonging, which in turn \u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33608758/virtual-learning-tips-for-parents/\">increases motivation\u003c/a>, yet having your friend rank someone else as a better friend is also entirely normal.\u003c/p>\n\u003cp>Friendships that wane are too. In \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">one study\u003c/a>, two-thirds of students reported changes in their friends across sixth grade. Another \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26187246/\">confirmed\u003c/a> that only about half of an adolescent’s friendships are maintained over a school year, and in that study, only one percent of friendships formed in seventh grade were still intact by senior year of high school. \u003ca href=\"https://twitter.com/Pfagell/status/1250112801072447493\">Phyllis Fagell\u003c/a>, a school counselor in Washington, D.C. and author of \"\u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a>,\" \u003ca href=\"https://www.kqed.org/mindshift/56993/tips-for-cultivating-healthy-school-friendships-online\">tells her students\u003c/a>: “Every single one of you is going to get rejected at some point, and it’s not because there’s something wrong with you. This is just a time when kids are figuring out how to choose—and be—a good friend.” And that’s true for both girls and boys, researchers \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">report\u003c/a>, having found little sex difference in friendship stability.\u003c/p>\n\u003cp>Part of it, Denworth explains, is that what more mature adolescents require of friends differs from the needs of children and early adolescents: “Play turns into hanging around. Sharing turns into helping. Loyalty and intimacy become more central requirements.” Ms. Romero, the San Francisco teacher, says, “It's very difficult for children who have had the same friends since they were very young to know how to handle it when one or both of them are outgrowing a friendship or both just need different things from the relationship in time.” She does her best to be aware of \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">social dynamics\u003c/a> in the classroom, but says, “it’s often important to hear from past teachers, and parents too, to contextualize current relationships.”\u003c/p>\n\u003cp>Administrators can use this same information to stabilize friendships. Though friendship churn in middle school is to be expected, friendship turnover has been shown to \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">decrease academic\u003c/a> functioning. Professor Jaana Juvonen, a UCLA psychologist, theorizes that both losing friends and making new ones takes energy and focus. She says educators who want to see a bump in test scores should consider scaffolding—by, for example, assigning known friends to the same classes and explicitly teaching relationship skills—to reduce friendship instability, especially since, for tweens and young teens, it \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">can mimic\u003c/a> the intensity of falling in love and suffering heartbreak.\u003c/p>\n\u003ch2>Spilling tea isn’t the worst thing that ever happened\u003c/h2>\n\u003cp>We all know gossip isn’t just an adolescence thing. (It’s \u003ca href=\"https://sociology.stanford.edu/publications/virtues-gossip-reputational-information-sharing-prosocial-behavior\">not necessarily\u003c/a> an antisocial thing either.) But a child who has spilled the beans about themselves or a friend can feel like they’re the first and worst to do so.\u003c/p>\n\u003cp>One Harvard sociologist found that humans often confide in people they aren’t that close to, Denworth reports, quoting Mario Luis Small:\u003c/p>\n\u003cblockquote>\u003cp>One reason we do this is to explicitly avoid our usual intimates. “The guy who has cancer doesn’t want to tell his wife because he doesn’t want to worry her.” . . . Second, people look for others with similar experience or professional expertise. That could be a doctor or a therapist, or a relative stranger. “People favored empathy more than they feared being hurt ….” The third reason is the simplest of all. “They just talked to the person because they were there.”\u003c/p>\u003c/blockquote>\n\u003cp>Kids do have to learn about discernment and loyalty in relationships, but it helps no one for them to hold themselves to superhuman standards.\u003c/p>\n\u003ch2>It can be good to fight\u003c/h2>\n\u003cp>That’s true not just of secret keeping, but fighting too. \u003ca href=\"https://curry.virginia.edu/scott-gest\">Scott Gest\u003c/a>, professor and chair of human services at the Curry School of Education and Human Development, says conflict between friends often gets a bum rap, but it serves an important developmental function. Research shows that conflicts between reciprocal friends occur just as frequently as between non-friends, he says, but the resolution of conflict between friends tends to be more equitable, because they’re motivated to continue the relationship. These types of skirmishes also lead to “increases in the quality of children’s moral reasoning, presumably because they’re motivated to understand their friend’s point of view,” says Gest.\u003c/p>\n\u003ch2>Popularity\u003c/h2>\n\u003cp>For young children, likeability is key, but in middle school “it’s not just about the kids you like anymore,” Mitch Prinstein says. Adolescent brains become activated in new ways and neurochemicals make tweens obsessed with the other kind of popularity, status. That’s not necessarily bad news for middle school friendship. “In the United States, status and likability were very distinct attributes—there was only modest overlap between those teenagers high in one quality and those high in the other,” Prinstein writes in the book \u003ca href=\"http://www.mitchprinstein.com/books/popular-book/\">Popular\u003c/a>: “But in China, adolescents who had high status were often also those who were judged to be the most likable.” That means educators should be able to channel this biological imperative for good, by creating a school culture where treating each other with compassion and inclusion has social currency.\u003c/p>\n\u003cp>Unsurprisingly, when schools successfully do that, “grades go up, attention goes up, wellness goes up, and other school outcomes go up,” Prinstein says. It’s easier said than done though. Laursen recommends a targeted approach with teachers identifying the most influential \u003ca href=\"https://psycnet.apa.org/record/2008-08239-008\">small friend groups\u003c/a> in each class and getting those kids on board with new norms first. “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">House\u003c/a>” programs offer another route to a more inclusive school culture.\u003c/p>\n\u003cp>When talking directly to tweens and teens about popularity, it’s best to be clear: There are two types of popularity. Those who are likable—who, for example, cooperate, share, ask questions, and listen well—tend to be more successful as adults, growing up to be employed and get promotions, Prinstein says. High-status tweens are more likely to abuse substances and have unsatisfying friendships and romantic relationships as adults. Prinstein boils it down for teens: “The long term outcome of treating other people basically kindly and getting people to like you is more important than getting people to think that you’re cool.”\u003c/p>\n\u003cp>It will also likely offer them comfort to know that “being disliked in the past will affect us only insomuch as we allow it to dictate how we behave today,” and “we all have an opportunity to become more likable—maybe hundreds of opportunities each day, in fact,” as Prinstein says. And there are upsides to growing up with low status. Research has shown these folks often end up being “perceived by others as more empathetic and more sensitive in social situations.”\u003c/p>\n\u003cp>Plus, humans don’t all want influential friends. Denworth says some people prefer a lower status friend’s undivided attention while others want to be well-connected. Psychologist Wendy Mogel says pointing that out to teens can validate friendships based on likeability. She also tells parents: “You don't want your kid to be in the tippy-top tier of the social pyramid, as that's a fluid and volatile place to be. They just need one friend they can be themselves with.”\u003c/p>\n\u003ch2>The value of cross-group friendships\u003c/h2>\n\u003cp>Just who that one person is ordinarily depends on proximity and perceived \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">similarity\u003c/a>. But friendships across ethnicity, class, and gender have all been associated with better academic outcomes, Juvonen says. Students with friendships that bridge these divides—as well as differences in body size, ability, and sexuality—report lower levels of peer victimization. They’re also more likely to have a complex social identity (e.g., Latina, basketball player, sister, gamer) rather than drawing all of their self-worth from one aspect of themselves.\u003c/p>\n\u003cp>But even in ethnically diverse middle schools, less than half of sixth-graders have at least one \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31094557/\">cross-class friendship\u003c/a>. Girls are more likely to make cross-class friendships than boys, Juvonen has \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31094557/\">found\u003c/a>, and white students are less likely to do so than all other ethnic groups.\u003c/p>\n\u003cp>Forming \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">cross-group friendships\u003c/a> often depends on shifting the focus from patent similarities to ones that are less so. Author Sarah Shun-lien Bynum recently explained to the \u003ca href=\"https://www.newyorker.com/books/this-week-in-fiction/sarah-shun-lien-bynum-on-friendship-and-class\">New Yorker\u003c/a> of her novella \"Many a Little Makes\": “As I was writing about the girls’ friendship, I was trying to focus more on other sources of commonality, other lines of alliance: being unathletic, liking cake batter, getting one’s period.” Teachers can help move the needle both implicitly, by pointing out less obvious similarities like these, and explicitly, by explaining the data behind the value of friendships based on internal similarities and urging kids to judge each other on actions and attitudes rather than appearance.\u003c/p>\n\u003ch2>Gendered friendship is a construct\u003c/h2>\n\u003cp>One good place to start? Gender. The modern stereotype features women who share their innermost secrets and rally to one another’s side while men stick to sporting events and stiff back slaps. But Denworth lends some historical perspective: “If you consult Aristotle and Montaigne, it was men who believed they were most capable of deep friendship. ‘Men have friends, women have acquaintances,’ went a quote collected in Calcutta ... in the 1960s.”\u003c/p>\n\u003cp>Contemporary research shows: “Men and women define the importance of friendship in a very similar fashion. They want to have friends who are authentic and loyal and trustworthy equally.” In class discussion, teachers can ask students to think critically about the way social mores influence their friendships. They can also suggest reviving opposite-sex friendships, which get a lot less common around second grade.\u003c/p>\n\u003ch2>Social media and friendship\u003c/h2>\n\u003cp>Remember that status addiction phenomenon? “This predilection seems to be becoming even more pronounced now that teens can enter a social rewards lottery with every mouse click on social media,” Prinstein says. Although more than half of teenagers have made a new friend online, according to a large 2015 survey from Pew, Denworth points to the work of statistician and research scientist Ariel Shensa: “Young adults who had a larger percentage of real-life friends on social media, meaning greater overlap, were less likely to have depression. ‘If we use social media as a tool to extend in-person social relationships, great,’ Shensa says.” But kids should know that online-only friendships are less likely to make the cut after carefully weighing costs and benefits using the friendship formula.\u003c/p>\n\u003ch2>If you’re lonely, you’re not the only one\u003c/h2>\n\u003cp>Eighty percent of adolescents \u003ca href=\"https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1920&context=tqr\">experience loneliness\u003c/a> at school, and about 12 percent of 6,000 sixth-graders in one of Juvonen’s studies were not named as a friend by anyone. Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a>,” she says. \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">Research\u003c/a> has also tied friendlessness and exclusion to truancy, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/p>\n\u003cp>Teenagers should know the redemptive power of their friendship for these classmates. In \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0140197119301629\">one study\u003c/a>, Juvonen found that a high quality friendship right at the time of transitioning to high school could protect rejected youth “from engaging in unsupportive behaviors within romantic relationships” down the line. In \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13038\">another one\u003c/a>, she concluded that hanging out with a friend who had experienced victimization alleviated a bullied adolescent’s own victimization-related distress. Knowing the power of just one friendship to serve as a \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">buffer\u003c/a> that disrupts the connection between loneliness and negative outcomes, may encourage some teenagers to reach out more.\u003c/p>\n\u003cp>Ms. Romero says, “It’s sad to see how many hands go up” when she asks “who’s experienced something like this,” during a short unit that includes reading the books \"My Secret Bully\" and \"Just Kidding\" in preparation for middle school. But, “it is also so powerful to open the Pandora's box on these taboo topics and start to talk about taking control and having agency.”\u003c/p>\n\u003cp>It’s a shame teachers like her have to improvise, Gest says, but when it comes to adolescents, schools tend to “become very focused on drug use prevention or sex ed, and don’t really focus on the positive dimensions of relating with peers that might actually support those prevention goals.” He sees it as a marketing issue: “If you focus on a middle school curriculum that would build emotional regulation and social relationships, no schools would buy it. If you repackage the exact same curriculum and call it something about drug prevention, it will sell.”\u003c/p>\n\u003cp>The experts’ bottom line when it comes to teaching about healthy friendship in middle schools?\u003c/p>\n\u003cp>Just say yes.\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. At various stages of her life she has been considered a reject, ruffian, and nerd. Her daughter was in Miriam Romero’s class at Rooftop School last year.\u003c/em>\u003c/p>\n\n","disqusIdentifier":"57010 https://ww2.kqed.org/mindshift/?p=57010","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/30/how-understanding-middle-school-friendships-can-help-students/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":3199,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":43},"modified":1607106080,"excerpt":"Friends are a big deal to middle school students. By helping adolescents learn the ebbs and flows of friendships, experts say they can better navigate their social lives and feel better understood.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Friends are a big deal to middle school students. By helping adolescents learn the ebbs and flows of friendships, experts say they can better navigate their social lives and feel better understood.","title":"How Understanding Middle School Friendships Can Help Students With Ups and Downs - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Understanding Middle School Friendships Can Help Students With Ups and Downs","datePublished":"2020-11-30T01:37:28-08:00","dateModified":"2020-12-04T10:21:20-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-understanding-middle-school-friendships-can-help-students","status":"publish","nprByline":"Gail Cornwall","path":"/mindshift/57010/how-understanding-middle-school-friendships-can-help-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When an accusation like “you don’t care” hurtles an adult’s way, the inner turmoil of adolescence can seem purely excruciating. But these reactions actually stem from a positive force, says Ronald Dahl, who founded the Center for the Developing Adolescent at the University of California, Berkeley: a unique drive to find meaning in life and relationships. And no relationship, parents and educators \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397310000651\">know well\u003c/a>, is as central to the moment-to-moment wellbeing of most tweens and teens as \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">friendship\u003c/a>.\u003c/p>\n\u003cp>“Spending time with their friends isn’t just a pastime,” says \u003ca href=\"http://mitch.web.unc.edu/\">Mitch Prinstein\u003c/a>, professor of psychology and neuroscience at the University of North Carolina. “It’s actually something that they need for their brain development and identity formation. They don’t know who they are until they see themselves through their peers’ eyes. So there is a lot of testing out new roles, new relationships.” It can all be quite stressful.\u003c/p>\n\u003cp>Think about how crushed young teens can feel when a formerly close friend becomes distant or the shame that can follow disclosure of sensitive information to a mere acquaintance. Knowing what studies show—for example, that humans tend to have frenemies and we often confide intimacies in people we aren’t that close to—can assuage adolescents’ fear of being abnormal. Frank discussions like these are important to have at school, since parents of seventh and eighth graders \u003ca href=\"https://psycnet.apa.org/record/2008-08239-011\">have been shown\u003c/a> to talk to their kids about peer interactions less than parents of elementary-age kids do. Knowing what’s normative can reduce the stress of peer interactions, leaving more bandwidth for learning. In fact, \u003ca href=\"https://eric.ed.gov/?id=EJ888657\">experts estimate\u003c/a> that the quality of relationships with peers accounts for 33 to 40 percent of the variance in achievement in middle school.\u003c/p>\n\u003ch2>Characteristics of Healthy Friendships\u003c/h2>\n\u003cp>Among adults, healthy friendships are \"voluntary, personal, positive, and persistent,” Lydia Denworth writes in her 2020 book \u003ca href=\"https://lydiadenworth.com/books/friendship/\">Friendship\u003c/a>, “and they usually assume some measure of equality.” Kids should know that they can decide whether to invest in a relationship or not, and there’s a \u003ca href=\"https://www.nytimes.com/2020/07/23/well/family/quarantine-tween-drama.html\">mathematical formula\u003c/a> for making that call: “the satisfaction and commitment we derive should be greater than the investment we make and the alternatives we forgo.”\u003c/p>\n\u003cp>Miriam Romero, a public school teacher in San Francisco, puts it this way to her fifth-grade students: “It’s okay to walk away or take a break from relationships that aren't supportive.”\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cstrong>People make friend connections differently\u003c/strong> \u003c/span>\u003c/h2>\n\u003cp>Yet not all net-positive friendships look the same. Sociologist Sarah H. Matthews of Cleveland State University talks about three distinct styles of friendship: independent, discerning, and acquisitive. Independent people tend to be happy socializing casually with whoever’s around, while “discerning people are deeply tied to a few very close friends,” Denworth explains. The third sort, acquisitive people, “collect a variety of friends as they move through life. They are open to meeting new people, but keep up old relationships, too.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Humans also “vary in their tendency to introduce their friends to one another,” she reports. Just because a friend wants to hangout with someone else doesn’t mean they don’t value you.\u003c/p>\n\u003cp>Cliques, or “friend groups” as teenagers call them, differ too. “They can be hierarchical, or they can be roughly egalitarian,” Denworth says. “They can be tightly knit or looser and more porous.”\u003c/p>\n\u003cp>Media often showcases the discerning style of friendship and close, exclusive groups, making kids long for besties like the ones in \"The Sisterhood of the Traveling Pants.\" Informing teenagers that human friendship isn’t like that all the time can ease anxiety that their own ties are inferior.\u003c/p>\n\u003ch2>\u003cstrong>Friendships are about fit, not feats\u003c/strong>\u003c/h2>\n\u003cp>For humans of all ages, says \u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">Brett Laursen\u003c/a>, a child psychology professor at Florida Atlantic University, the research is unequivocal: “Concordance is the foundation of friendship.” \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">Similarity\u003c/a> predicts both friendship formation and friendship survival. (Conformity then can be seen as an attempt to both achieve and maintain similarity in order to win and keep friends, respectively.)\u003c/p>\n\u003cp>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12246\">In studies\u003c/a>, “friends who differed on peer acceptance, physical aggression, and school competence had relationships that ended sooner than friends who were similar on these attributes.” \u003cspan style=\"font-weight: 400\">Notice what Laursen, who is also editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, isn’t saying. It’s not that rejects, ruffians, and nerds are inherently unlikeable; spending time with them may just be more appealing to other rejects, ruffians, and nerds.\u003c/span> \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12432\">Another study\u003c/a> extended this concept to “internalizing symptoms,” things like acting anxious, ruminating excessively, and self-consciousness. Those behaviors decreased the longevity of a friendship when only one friend displayed them, but the effect disappeared when both kids struggled. As Laursen put it, “a bad habit is not necessarily a turnoff as long as both friends share the same habit.”\u003c/p>\n\u003cp>While similarity on undesirable traits shouldn’t be the primary goal in forming friendships—after all, humans of all ages get the most out of pairing with friends who share their positive traits—tweens should understand that doing friendship right is about finding someone who suits you best, not winning over objectively wonderful or high-status peers.\u003c/p>\n\u003ch2>Friendship ambivalence and churn is completely normal\u003c/h2>\n\u003cp>While some friendships are overwhelmingly positive and others clearly negative, “ambivalent ties make up a sizable part of our social world—almost half,” Denworth writes. In other words, frenemies are normal.\u003c/p>\n\u003cp>What’s more, about half of friend nominations are not reciprocated. Having a best friend who also nominates you as their best friend, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2352147/\">one study\u003c/a> says, has a positive impact on GPA and increases the feeling of school belonging, which in turn \u003ca href=\"https://www.goodhousekeeping.com/life/parenting/a33608758/virtual-learning-tips-for-parents/\">increases motivation\u003c/a>, yet having your friend rank someone else as a better friend is also entirely normal.\u003c/p>\n\u003cp>Friendships that wane are too. In \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">one study\u003c/a>, two-thirds of students reported changes in their friends across sixth grade. Another \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26187246/\">confirmed\u003c/a> that only about half of an adolescent’s friendships are maintained over a school year, and in that study, only one percent of friendships formed in seventh grade were still intact by senior year of high school. \u003ca href=\"https://twitter.com/Pfagell/status/1250112801072447493\">Phyllis Fagell\u003c/a>, a school counselor in Washington, D.C. and author of \"\u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a>,\" \u003ca href=\"https://www.kqed.org/mindshift/56993/tips-for-cultivating-healthy-school-friendships-online\">tells her students\u003c/a>: “Every single one of you is going to get rejected at some point, and it’s not because there’s something wrong with you. This is just a time when kids are figuring out how to choose—and be—a good friend.” And that’s true for both girls and boys, researchers \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">report\u003c/a>, having found little sex difference in friendship stability.\u003c/p>\n\u003cp>Part of it, Denworth explains, is that what more mature adolescents require of friends differs from the needs of children and early adolescents: “Play turns into hanging around. Sharing turns into helping. Loyalty and intimacy become more central requirements.” Ms. Romero, the San Francisco teacher, says, “It's very difficult for children who have had the same friends since they were very young to know how to handle it when one or both of them are outgrowing a friendship or both just need different things from the relationship in time.” She does her best to be aware of \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">social dynamics\u003c/a> in the classroom, but says, “it’s often important to hear from past teachers, and parents too, to contextualize current relationships.”\u003c/p>\n\u003cp>Administrators can use this same information to stabilize friendships. Though friendship churn in middle school is to be expected, friendship turnover has been shown to \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">decrease academic\u003c/a> functioning. Professor Jaana Juvonen, a UCLA psychologist, theorizes that both losing friends and making new ones takes energy and focus. She says educators who want to see a bump in test scores should consider scaffolding—by, for example, assigning known friends to the same classes and explicitly teaching relationship skills—to reduce friendship instability, especially since, for tweens and young teens, it \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30558749/\">can mimic\u003c/a> the intensity of falling in love and suffering heartbreak.\u003c/p>\n\u003ch2>Spilling tea isn’t the worst thing that ever happened\u003c/h2>\n\u003cp>We all know gossip isn’t just an adolescence thing. (It’s \u003ca href=\"https://sociology.stanford.edu/publications/virtues-gossip-reputational-information-sharing-prosocial-behavior\">not necessarily\u003c/a> an antisocial thing either.) But a child who has spilled the beans about themselves or a friend can feel like they’re the first and worst to do so.\u003c/p>\n\u003cp>One Harvard sociologist found that humans often confide in people they aren’t that close to, Denworth reports, quoting Mario Luis Small:\u003c/p>\n\u003cblockquote>\u003cp>One reason we do this is to explicitly avoid our usual intimates. “The guy who has cancer doesn’t want to tell his wife because he doesn’t want to worry her.” . . . Second, people look for others with similar experience or professional expertise. That could be a doctor or a therapist, or a relative stranger. “People favored empathy more than they feared being hurt ….” The third reason is the simplest of all. “They just talked to the person because they were there.”\u003c/p>\u003c/blockquote>\n\u003cp>Kids do have to learn about discernment and loyalty in relationships, but it helps no one for them to hold themselves to superhuman standards.\u003c/p>\n\u003ch2>It can be good to fight\u003c/h2>\n\u003cp>That’s true not just of secret keeping, but fighting too. \u003ca href=\"https://curry.virginia.edu/scott-gest\">Scott Gest\u003c/a>, professor and chair of human services at the Curry School of Education and Human Development, says conflict between friends often gets a bum rap, but it serves an important developmental function. Research shows that conflicts between reciprocal friends occur just as frequently as between non-friends, he says, but the resolution of conflict between friends tends to be more equitable, because they’re motivated to continue the relationship. These types of skirmishes also lead to “increases in the quality of children’s moral reasoning, presumably because they’re motivated to understand their friend’s point of view,” says Gest.\u003c/p>\n\u003ch2>Popularity\u003c/h2>\n\u003cp>For young children, likeability is key, but in middle school “it’s not just about the kids you like anymore,” Mitch Prinstein says. Adolescent brains become activated in new ways and neurochemicals make tweens obsessed with the other kind of popularity, status. That’s not necessarily bad news for middle school friendship. “In the United States, status and likability were very distinct attributes—there was only modest overlap between those teenagers high in one quality and those high in the other,” Prinstein writes in the book \u003ca href=\"http://www.mitchprinstein.com/books/popular-book/\">Popular\u003c/a>: “But in China, adolescents who had high status were often also those who were judged to be the most likable.” That means educators should be able to channel this biological imperative for good, by creating a school culture where treating each other with compassion and inclusion has social currency.\u003c/p>\n\u003cp>Unsurprisingly, when schools successfully do that, “grades go up, attention goes up, wellness goes up, and other school outcomes go up,” Prinstein says. It’s easier said than done though. Laursen recommends a targeted approach with teachers identifying the most influential \u003ca href=\"https://psycnet.apa.org/record/2008-08239-008\">small friend groups\u003c/a> in each class and getting those kids on board with new norms first. “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">House\u003c/a>” programs offer another route to a more inclusive school culture.\u003c/p>\n\u003cp>When talking directly to tweens and teens about popularity, it’s best to be clear: There are two types of popularity. Those who are likable—who, for example, cooperate, share, ask questions, and listen well—tend to be more successful as adults, growing up to be employed and get promotions, Prinstein says. High-status tweens are more likely to abuse substances and have unsatisfying friendships and romantic relationships as adults. Prinstein boils it down for teens: “The long term outcome of treating other people basically kindly and getting people to like you is more important than getting people to think that you’re cool.”\u003c/p>\n\u003cp>It will also likely offer them comfort to know that “being disliked in the past will affect us only insomuch as we allow it to dictate how we behave today,” and “we all have an opportunity to become more likable—maybe hundreds of opportunities each day, in fact,” as Prinstein says. And there are upsides to growing up with low status. Research has shown these folks often end up being “perceived by others as more empathetic and more sensitive in social situations.”\u003c/p>\n\u003cp>Plus, humans don’t all want influential friends. Denworth says some people prefer a lower status friend’s undivided attention while others want to be well-connected. Psychologist Wendy Mogel says pointing that out to teens can validate friendships based on likeability. She also tells parents: “You don't want your kid to be in the tippy-top tier of the social pyramid, as that's a fluid and volatile place to be. They just need one friend they can be themselves with.”\u003c/p>\n\u003ch2>The value of cross-group friendships\u003c/h2>\n\u003cp>Just who that one person is ordinarily depends on proximity and perceived \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">similarity\u003c/a>. But friendships across ethnicity, class, and gender have all been associated with better academic outcomes, Juvonen says. Students with friendships that bridge these divides—as well as differences in body size, ability, and sexuality—report lower levels of peer victimization. They’re also more likely to have a complex social identity (e.g., Latina, basketball player, sister, gamer) rather than drawing all of their self-worth from one aspect of themselves.\u003c/p>\n\u003cp>But even in ethnically diverse middle schools, less than half of sixth-graders have at least one \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31094557/\">cross-class friendship\u003c/a>. Girls are more likely to make cross-class friendships than boys, Juvonen has \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31094557/\">found\u003c/a>, and white students are less likely to do so than all other ethnic groups.\u003c/p>\n\u003cp>Forming \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">cross-group friendships\u003c/a> often depends on shifting the focus from patent similarities to ones that are less so. Author Sarah Shun-lien Bynum recently explained to the \u003ca href=\"https://www.newyorker.com/books/this-week-in-fiction/sarah-shun-lien-bynum-on-friendship-and-class\">New Yorker\u003c/a> of her novella \"Many a Little Makes\": “As I was writing about the girls’ friendship, I was trying to focus more on other sources of commonality, other lines of alliance: being unathletic, liking cake batter, getting one’s period.” Teachers can help move the needle both implicitly, by pointing out less obvious similarities like these, and explicitly, by explaining the data behind the value of friendships based on internal similarities and urging kids to judge each other on actions and attitudes rather than appearance.\u003c/p>\n\u003ch2>Gendered friendship is a construct\u003c/h2>\n\u003cp>One good place to start? Gender. The modern stereotype features women who share their innermost secrets and rally to one another’s side while men stick to sporting events and stiff back slaps. But Denworth lends some historical perspective: “If you consult Aristotle and Montaigne, it was men who believed they were most capable of deep friendship. ‘Men have friends, women have acquaintances,’ went a quote collected in Calcutta ... in the 1960s.”\u003c/p>\n\u003cp>Contemporary research shows: “Men and women define the importance of friendship in a very similar fashion. They want to have friends who are authentic and loyal and trustworthy equally.” In class discussion, teachers can ask students to think critically about the way social mores influence their friendships. They can also suggest reviving opposite-sex friendships, which get a lot less common around second grade.\u003c/p>\n\u003ch2>Social media and friendship\u003c/h2>\n\u003cp>Remember that status addiction phenomenon? “This predilection seems to be becoming even more pronounced now that teens can enter a social rewards lottery with every mouse click on social media,” Prinstein says. Although more than half of teenagers have made a new friend online, according to a large 2015 survey from Pew, Denworth points to the work of statistician and research scientist Ariel Shensa: “Young adults who had a larger percentage of real-life friends on social media, meaning greater overlap, were less likely to have depression. ‘If we use social media as a tool to extend in-person social relationships, great,’ Shensa says.” But kids should know that online-only friendships are less likely to make the cut after carefully weighing costs and benefits using the friendship formula.\u003c/p>\n\u003ch2>If you’re lonely, you’re not the only one\u003c/h2>\n\u003cp>Eighty percent of adolescents \u003ca href=\"https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1920&context=tqr\">experience loneliness\u003c/a> at school, and about 12 percent of 6,000 sixth-graders in one of Juvonen’s studies were not named as a friend by anyone. Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a>,” she says. \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">Research\u003c/a> has also tied friendlessness and exclusion to truancy, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/p>\n\u003cp>Teenagers should know the redemptive power of their friendship for these classmates. In \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0140197119301629\">one study\u003c/a>, Juvonen found that a high quality friendship right at the time of transitioning to high school could protect rejected youth “from engaging in unsupportive behaviors within romantic relationships” down the line. In \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13038\">another one\u003c/a>, she concluded that hanging out with a friend who had experienced victimization alleviated a bullied adolescent’s own victimization-related distress. Knowing the power of just one friendship to serve as a \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">buffer\u003c/a> that disrupts the connection between loneliness and negative outcomes, may encourage some teenagers to reach out more.\u003c/p>\n\u003cp>Ms. Romero says, “It’s sad to see how many hands go up” when she asks “who’s experienced something like this,” during a short unit that includes reading the books \"My Secret Bully\" and \"Just Kidding\" in preparation for middle school. But, “it is also so powerful to open the Pandora's box on these taboo topics and start to talk about taking control and having agency.”\u003c/p>\n\u003cp>It’s a shame teachers like her have to improvise, Gest says, but when it comes to adolescents, schools tend to “become very focused on drug use prevention or sex ed, and don’t really focus on the positive dimensions of relating with peers that might actually support those prevention goals.” He sees it as a marketing issue: “If you focus on a middle school curriculum that would build emotional regulation and social relationships, no schools would buy it. If you repackage the exact same curriculum and call it something about drug prevention, it will sell.”\u003c/p>\n\u003cp>The experts’ bottom line when it comes to teaching about healthy friendship in middle schools?\u003c/p>\n\u003cp>Just say yes.\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. At various stages of her life she has been considered a reject, ruffian, and nerd. Her daughter was in Miriam Romero’s class at Rooftop School last year.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57010/how-understanding-middle-school-friendships-can-help-students","authors":["byline_mindshift_57010"],"categories":["mindshift_21280"],"tags":["mindshift_21093","mindshift_20811","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_145","mindshift_20568","mindshift_21134","mindshift_943"],"featImg":"mindshift_57014","label":"mindshift"},"mindshift_56993":{"type":"posts","id":"mindshift_56993","meta":{"index":"posts_1716263798","site":"mindshift","id":"56993","score":null,"sort":[1605863313000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1605863313,"format":"standard","disqusTitle":"Tips for Cultivating Healthy School Friendships Online","title":"Tips for Cultivating Healthy School Friendships Online","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Almost everything we know about friendship in schools was learned from research conducted in classrooms and intended for use during in-person education. Now that many children in the United States are learning at a distance, teachers and parents need new strategies to make the most of peer relationships. \u003ca href=\"https://phyllisfagell.com/\">Phyllis Fagell\u003c/a>, a school counselor in Washington, D.C. and author of \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/43232419-middle-school-matters\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, spoke with MindShift about how best to support existing friendships, promote the formation of new ones, encourage healthy friendship, and put friendships to work as an academic resource. The exchange has been lightly edited for clarity.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let's say we have two students who were buddies last year. How can schools support that relationship from a distance?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the challenges of growing up even before coronavirus is that friendships cycle in and out. They're at once critically important to kids and also fragile, because kids are learning skills such as empathy and flexibility, and many don't yet have a strong sense of self. They're trying on new identities and moving between peer groups. Now add on remote learning and the heightened sensitivity that comes from not being able to smooth out misunderstandings in person, plus the awkwardness of interacting through a screen when you may not be that adept at carrying on an insightful conversation in person, and then the layers of stress they're feeling about what's happening in their lives and the world. That cumulative anxiety can lead to more impulsivity and greater potential for conflict. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think explaining all of this to kids is helpful, both in terms of normalizing that everyone is a bit insecure and out of sorts, and in terms of communicating why they need to assume positive intent, and pause before posting or doing anything out of anger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can be thoughtful about how they pair kids for group projects and make kids aware of their resources, too. A counselor could help them talk through a dispute if they need mediation support, or offer emotional support to a student who is feeling left behind by a friend, all over Zoom. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">This fall marks the first time most kids met unknown classmates virtually. For some this is a transition year from elementary to middle school. How can educators promote new friendships? Do you anticipate digital interactions making it harder or easier to form friendships across traditional chasms like gender, race, and class?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can thoughtfully pair families who already are a part of the community with new families, incorporating buddy programs, and host \"mix it up\" virtual lunches to expand kids' peer groups. I actually think this can happen more organically during remote learning than face-to-face instruction. It's more daunting to sit with strangers at a table in a crowded school cafeteria than to attend a virtual lunch with a visiting speaker or to participate in a mixed-grade book club online. Once you have kids with different backstories in a Zoom room, you can do some icebreakers and get-to-know-you activities. Schools also can ask kind kids with social capital to take a leadership role, brainstorming ideas for ways to reach out to kids who may be feeling isolated.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To promote cross-group friendships, schools can offer affinity groups, interest-based clubs, speakers, facilitated lunches, read-alouds, game or movie nights, and other structured, inclusive activities that give kids a reason to meet up online.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">We know friendships are more likely to grow to be healthy and strong with in-person contact rather than just social media interaction. How can we help students maintain healthy boundaries and patterns of interaction at a distance? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all social media is bad. If kids are using social media to FaceTime a friend or work on a social justice issue or connect with a grandparent, that's a lot different than just passively scrolling through other kids' feeds while feeling bad about yourself. I'd also be concerned about a child spending a tremendous amount of time \u003ca href=\"https://www.vox.com/the-goods/21547961/doomscrolling-meaning-definition-what-is-meme\">doomscrolling\u003c/a> through grim news feeds. Returning to the idea that kids are hypersensitive right now, experiencing intense emotions, and perhaps acting more impulsively because they're more anxious or want attention, we want to focus on preventing them from blowing up their friendships. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can remind kids to sit on their hands long enough to consider whether what they're about to post or say could come back to haunt them or could hurt someone else. They can urge kids to set themselves up for success by removing technology from their bedrooms or refraining from interacting when they're tired. They can have class contracts with agreed upon norms for behavior. They can be told that the school will hold them accountable for out-of-school actions that end up bleeding into the digital classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal is to create a culture where kids want to look out for the more vulnerable among them, whether that's a new student or a child who may have some social skills deficits. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Some strategies have been proven effective for harnessing the \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">motivating power\u003c/a> of friendship for learning. Can these efforts translate to distance learning? How?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where teachers can be aware of and sensitive to children with different strengths and challenges. When kids complain about themselves or someone else, I like to ask them to come up with two strengths for every so-called weakness. A kid with attention issues might bring dynamism and energy to the classroom. A kid who is distractible might have sudden bursts of insight. If you can see that a student is being ostracized or getting in their own way—maybe making funny faces or getting annoyingly off-topic on Zoom—talk to them individually about how you can support them. Try to point out their strengths authentically in front of peers, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Work with their parents as well. Now more than ever, this is going to have to be a home-school partnership. If you use Zoom breakout rooms, pop in frequently to ensure no one is hurling insults or dominating a project. On a broader level, make sure the books you read, the videos you show, the examples you use, and speakers you bring in reflect the diversity in your classroom in a positive way.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\n","disqusIdentifier":"56993 https://ww2.kqed.org/mindshift/?p=56993","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/20/tips-for-cultivating-healthy-school-friendships-online/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1087,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":14},"modified":1605863488,"excerpt":"Friendships can be a powerful tool for learning. But when kids are apart during distance learning, some creativity and effort go a long way.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Friendships can be a powerful tool for learning. But when kids are apart during distance learning, some creativity and effort go a long way.","title":"Tips for Cultivating Healthy School Friendships Online - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tips for Cultivating Healthy School Friendships Online","datePublished":"2020-11-20T01:08:33-08:00","dateModified":"2020-11-20T01:11:28-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"tips-for-cultivating-healthy-school-friendships-online","status":"publish","nprByline":"Gail Cornwall","path":"/mindshift/56993/tips-for-cultivating-healthy-school-friendships-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Almost everything we know about friendship in schools was learned from research conducted in classrooms and intended for use during in-person education. Now that many children in the United States are learning at a distance, teachers and parents need new strategies to make the most of peer relationships. \u003ca href=\"https://phyllisfagell.com/\">Phyllis Fagell\u003c/a>, a school counselor in Washington, D.C. and author of \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/43232419-middle-school-matters\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, spoke with MindShift about how best to support existing friendships, promote the formation of new ones, encourage healthy friendship, and put friendships to work as an academic resource. The exchange has been lightly edited for clarity.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let's say we have two students who were buddies last year. How can schools support that relationship from a distance?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the challenges of growing up even before coronavirus is that friendships cycle in and out. They're at once critically important to kids and also fragile, because kids are learning skills such as empathy and flexibility, and many don't yet have a strong sense of self. They're trying on new identities and moving between peer groups. Now add on remote learning and the heightened sensitivity that comes from not being able to smooth out misunderstandings in person, plus the awkwardness of interacting through a screen when you may not be that adept at carrying on an insightful conversation in person, and then the layers of stress they're feeling about what's happening in their lives and the world. That cumulative anxiety can lead to more impulsivity and greater potential for conflict. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think explaining all of this to kids is helpful, both in terms of normalizing that everyone is a bit insecure and out of sorts, and in terms of communicating why they need to assume positive intent, and pause before posting or doing anything out of anger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can be thoughtful about how they pair kids for group projects and make kids aware of their resources, too. A counselor could help them talk through a dispute if they need mediation support, or offer emotional support to a student who is feeling left behind by a friend, all over Zoom. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">This fall marks the first time most kids met unknown classmates virtually. For some this is a transition year from elementary to middle school. How can educators promote new friendships? Do you anticipate digital interactions making it harder or easier to form friendships across traditional chasms like gender, race, and class?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can thoughtfully pair families who already are a part of the community with new families, incorporating buddy programs, and host \"mix it up\" virtual lunches to expand kids' peer groups. I actually think this can happen more organically during remote learning than face-to-face instruction. It's more daunting to sit with strangers at a table in a crowded school cafeteria than to attend a virtual lunch with a visiting speaker or to participate in a mixed-grade book club online. Once you have kids with different backstories in a Zoom room, you can do some icebreakers and get-to-know-you activities. Schools also can ask kind kids with social capital to take a leadership role, brainstorming ideas for ways to reach out to kids who may be feeling isolated.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To promote cross-group friendships, schools can offer affinity groups, interest-based clubs, speakers, facilitated lunches, read-alouds, game or movie nights, and other structured, inclusive activities that give kids a reason to meet up online.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">We know friendships are more likely to grow to be healthy and strong with in-person contact rather than just social media interaction. How can we help students maintain healthy boundaries and patterns of interaction at a distance? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all social media is bad. If kids are using social media to FaceTime a friend or work on a social justice issue or connect with a grandparent, that's a lot different than just passively scrolling through other kids' feeds while feeling bad about yourself. I'd also be concerned about a child spending a tremendous amount of time \u003ca href=\"https://www.vox.com/the-goods/21547961/doomscrolling-meaning-definition-what-is-meme\">doomscrolling\u003c/a> through grim news feeds. Returning to the idea that kids are hypersensitive right now, experiencing intense emotions, and perhaps acting more impulsively because they're more anxious or want attention, we want to focus on preventing them from blowing up their friendships. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can remind kids to sit on their hands long enough to consider whether what they're about to post or say could come back to haunt them or could hurt someone else. They can urge kids to set themselves up for success by removing technology from their bedrooms or refraining from interacting when they're tired. They can have class contracts with agreed upon norms for behavior. They can be told that the school will hold them accountable for out-of-school actions that end up bleeding into the digital classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal is to create a culture where kids want to look out for the more vulnerable among them, whether that's a new student or a child who may have some social skills deficits. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Some strategies have been proven effective for harnessing the \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">motivating power\u003c/a> of friendship for learning. Can these efforts translate to distance learning? How?\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where teachers can be aware of and sensitive to children with different strengths and challenges. When kids complain about themselves or someone else, I like to ask them to come up with two strengths for every so-called weakness. A kid with attention issues might bring dynamism and energy to the classroom. A kid who is distractible might have sudden bursts of insight. If you can see that a student is being ostracized or getting in their own way—maybe making funny faces or getting annoyingly off-topic on Zoom—talk to them individually about how you can support them. Try to point out their strengths authentically in front of peers, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Work with their parents as well. Now more than ever, this is going to have to be a home-school partnership. If you use Zoom breakout rooms, pop in frequently to ensure no one is hurling insults or dominating a project. On a broader level, make sure the books you read, the videos you show, the examples you use, and speakers you bring in reflect the diversity in your classroom in a positive way.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56993/tips-for-cultivating-healthy-school-friendships-online","authors":["byline_mindshift_56993"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_20568","mindshift_21359","mindshift_943"],"featImg":"mindshift_56996","label":"mindshift"},"mindshift_56979":{"type":"posts","id":"mindshift_56979","meta":{"index":"posts_1716263798","site":"mindshift","id":"56979","score":null,"sort":[1605694624000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1605694624,"format":"standard","disqusTitle":"What the Research Says About the Academic Power of Friendship","title":"What the Research Says About the Academic Power of Friendship","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n","disqusIdentifier":"56979 https://ww2.kqed.org/mindshift/?p=56979","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/18/what-the-research-says-about-the-academic-power-of-friendship/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":3157,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":40},"modified":1607622854,"excerpt":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Friends can often be seen as distractions to school, but research has found the academic benefits of learning with friends. ","title":"What the Research Says About the Academic Power of Friendship - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the Research Says About the Academic Power of Friendship","datePublished":"2020-11-18T02:17:04-08:00","dateModified":"2020-12-10T09:54:14-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-the-research-says-about-the-academic-power-of-friendship","status":"publish","nprByline":"Gail Cornwall","path":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For years, education research focused on time-on-task as a measure of effective instruction, says \u003c/span>\u003ca href=\"https://curry.virginia.edu/scott-gest\">\u003cspan style=\"font-weight: 400\">Scott Gest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Virginia. Through that lens, friends in elementary school \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004279685200091?journalCode=rett20&\">\u003cspan style=\"font-weight: 400\">appeared to be a negative,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an impediment to focus and a catalyst for disruption. Even when the value of strong social ties gained recognition, friendships stood to the side conceptually, as developmentally important but not germane to academics. Yet recent research has confirmed two things many teachers have long believed to be true. First, \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28685826/\">\u003cspan style=\"font-weight: 400\">social-emotional\u003c/span>\u003c/a> \u003ca href=\"https://www.educationdive.com/news/how-peer-reviews-can-build-critical-thinking-sel-skills/574196/\">\u003cspan style=\"font-weight: 400\">benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-Meta-analysis.pdf\">\u003cspan style=\"font-weight: 400\">academic ones\u003c/span>\u003c/a> \u003ca href=\"https://www.researchgate.net/publication/302991262_Social_and_emotional_learning_Past_present_and_future\">\u003cspan style=\"font-weight: 400\">don’t operate in isolation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Second, friendships in elementary school can be harnessed to drive academic growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with no friends “receive lower grades and are \u003ca href=\"https://psycnet.apa.org/record/2004-95233-001\">less academically engaged\u003c/a> compared to those with even just one friend,” \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?journalCode=hedp20\">reported\u003c/a> \u003c/span>\u003ca href=\"https://www.psych.ucla.edu/faculty/page/jjuvonen\">\u003cspan style=\"font-weight: 400\">Jaana Juvonen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at UCLA, and her colleagues \u003c/span>\u003cspan style=\"font-weight: 400\"> in a 2019 issue of the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Educational Psychologist.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">This is a point that bears repeating, says Florida Atlantic University’s \u003c/span>\u003ca href=\"http://www.psy.fau.edu/people/laursen.php\">\u003cspan style=\"font-weight: 400\">Brett Laursen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, editor in chief of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">International Journal of Behavioral Development\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “There is a massive gap between being friended and friendless,” he says, and “studies that are as close to causation as you can get” show that becoming friendless produces a meaningful decline in mental health. Research has also tied friendlessness and exclusion to truancy, susceptibility to peer pressure, inability to focus, deficits in working memory, and lack of classroom participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the flip side, friends can make mundane tasks more fun, reports Lydia Denworth in \u003c/span>\u003ca href=\"https://lydiadenworth.com/books/friendship/\">\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Her 2020 book catalogues research on the many benefits of “life’s fundamental bond.” For example, when they smell familiar fish, zebrafish show reduced levels of fear, a fact that seems cool but irrelevant until you learn that a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21895364/\">\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of humans showed that “having a best friend present during an experience significantly buffered any negative feelings, lowering cortisol and boosting a sense of self-worth.” \u003c/span>\u003ca href=\"http://mitch.web.unc.edu/files/2013/10/Calhoun-et-al-DP-2014.pdf\">\u003cspan style=\"font-weight: 400\">Another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that talking to supportive friends after a stressful incident increases the speed with which cortisol levels revert to normal. This buffering effect appears to insulate kids from both social and academic missteps by shifting their inner narrative in the face of failure from “there’s something wrong with me” to a more resilient response. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jora.12219\">\u003cspan style=\"font-weight: 400\">In one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adolescents working together took part in more exploratory behavior, learned faster, and completed tasks better than they did working alone. In \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">another\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Laursen and his colleagues arranged for pairs of students to be taught a new programming language. Kids were asked how they felt about their partner multiple times. “How much I thought that you were my friend,” he says, “predicted how much I learned in that classroom.” Taken together, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">the evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that with a friend on hand, a child’s tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do educators both promote this type of bond and exploit its academic power? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gest, who is chair of human services at the Curry School of Education and Human Development, says, “There is a long tradition of informal guidance on how to think about group dynamics in the classroom, but relatively little empirical research to back up particular strategies.” That said, some things are known. There are four big impediments to friendship formation in school: lack of contact, competition, unequal status, and surface-level homophily (a.k.a., “birds of a feather flock together”). Each of these factors can prevent relationships from blossoming, particularly across gender, racial, and other divides. For each of the four roadblocks, teachers wield at least one not-so-secret weapon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But before getting to solutions, says \u003c/span>\u003ca href=\"https://peabody.vanderbilt.edu/bio/barbara-stengel\">\u003cspan style=\"font-weight: 400\">Barbara Stengel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor emerita at Vanderbilt University, who focuses on the philosophy of education, it’s important to think about what friendship really means in a classroom. Aristotle divided the concept into \u003c/span>\u003ca href=\"https://qz.com/1155649/aristotle-said-there-are-three-types-of-friendship-but-only-one-we-should-strive-for/\">\u003cspan style=\"font-weight: 400\">three categories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: friendships of utility based on mutual benefit, friendships of pleasure that usually center around a shared interest, and friendships of virtue, the kind with deeper, longer lasting mutual appreciation. When we think of a friend, most of us picture that last sort, the one we can confide in and count on, but the other two types can also make children feel “seen and encouraged,” Stengel says, producing many of the desired academic benefits.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Encouraging contact\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lack of contact obviously inhibits friendship formation. On the flip side, physical proximity \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s11218-016-9353-y\">\u003cspan style=\"font-weight: 400\">can reduce\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> negative perceptions of a peer. Teachers and administrators often don’t have control over \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2018-00748-025\">\u003cspan style=\"font-weight: 400\">the biggest piece of this puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—the makeup of their student body—but they can manipulate contact between the kids they do have. For starters,\u003c/span>\u003cspan style=\"font-weight: 400\"> Juvonen says, teachers and administrators should consider keeping friends together when assigning classes. Schoolwide \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">\u003cspan style=\"font-weight: 400\">“house” programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that produce stable cohorts have also shown potential.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within classes, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-9604.2008.00375.x\">\u003cspan style=\"font-weight: 400\">seating arrangements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> most directly impact proximity. When children who did not like each other were seated close together for several weeks in \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007%2Fs10802-011-9567-6\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their likeability ratings increased. Perhaps they formed Aristotle’s friendships of pleasure, because they were made aware of common interests (comic books!) or maybe the students formed friendships of utility, since whisperings and wisecracks require a set of ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who dislike one another \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">should not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, be paired for peer-assisted learning. Most commonly in pairs, peer-assisted learning has been shown to improve the standing of \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1540-5826.00046\">\u003cspan style=\"font-weight: 400\">students with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">shy children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> befriend peers. In choosing dyads, professors \u003c/span>\u003ca href=\"https://frg.vkcsites.org/\">\u003cspan style=\"font-weight: 400\">Lynn and Douglas Fuchs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest different strategies for \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/247498599_Research_on_Peer-Assisted_Learning_Strategies_The_Promise_and_Limitations_of_Peer-Mediated_Instruction\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/235910655_Enhancing_first-grade_children's_mathematical_development_with_Peer-Assisted_Learning_Strategies\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, both of which involve splitting the class into a top half and a bottom half by current skill level and then choosing one student from each block. But Juvonen says teachers would do well to make these matches with pre-existing friendships and common interests in mind as well, and at least \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4681000/\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs her up (there, how much partners liked each other predicted how well they learned). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peer-assisted learning does not, unfortunately, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/019874290503000404?journalCode=bhda\">\u003cspan style=\"font-weight: 400\">seem to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “sufficient to improve the social integration of children who have behavior issues or whose negative reputation is deeply entrenched,” says \u003c/span>\u003ca href=\"https://professeurs.uqam.ca/professeur/dion.e/\">\u003cspan style=\"font-weight: 400\">Éric Dion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at the University of Quebec at Montreal.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Fostering\u003c/span>\u003cspan style=\"font-weight: 400\"> cooperati\u003c/span>\u003cspan style=\"font-weight: 400\">ve\u003c/span>\u003cspan style=\"font-weight: 400\"> learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another type of grouping shows promise for that though. By doing away with competition, \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">cooperative learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boosts learning and decreases problematic behaviors, says \u003c/span>\u003ca href=\"http://croseth.educ.msu.edu/\">\u003cspan style=\"font-weight: 400\">Cary Roseth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, chair of the Department of Counseling, Educational Psychology and Special Education at Michigan State University. It requires establishing \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">positive interdependence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, meaning “individuals can attain their goals if (and only if) others in their group also reach their goals,” Roseth has written.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may require a single finished product from a group (goal interdependence) or may offer a reward to the group if everyone achieves above a certain threshold (reward interdependence). Members of the group can be issued different materials that the group must share to complete the lesson (resource interdependence), or each member of the group could be assigned a different role to play (role interdependence). The group may have its own name (identity interdependence), or each group member may have to complete a different step in a task, like on an assembly line (task interdependence).\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers carefully create and scaffold small groups, an expectation that a group member will cooperate arises, and that produces liking. If one group member perceives another as attempting to promote their success, that also promotes liking, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">even if they ultimately fail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. A positive feedback loop results: “The more students work cooperatively to learn, the more they will tend to like each other, and the more they like each other, the harder they will work to help each other learn,” Roseth and colleagues report. In other words, positive interdependence fosters, at the very least, Aristotelian friendships of utility.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Equalizing status\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging contact provides the opportunity for friendships to form, but budding connections can easily be nipped by social status asymmetry. Those who don’t conform with school norms on behavior, ability, sexuality, and even body size will be shunned without intervention, Juvonen says. Promoting a cooperative, rather than competitive, learning environment is one step toward redefining “smart” and “good” in children’s minds, but teachers can further decrease status gaps by drawing attention to \u003c/span>\u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">\u003cspan style=\"font-weight: 400\">hidden strengths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3522754/\">\u003cspan style=\"font-weight: 400\">2013 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when camp counselors encouraged peers to interact inclusively with children who exhibit ADHD symptoms and drew attention to those students’ positive characteristics, the reputations of the children with ADHD improved, and they had more reciprocated friendships. The study’s primary author, Amori Yee Mikami, a psychology professor at the University of British Columbia, stresses that these findings may not translate to the classroom but \u003c/span>\u003ca href=\"https://www.erudit.org/en/journals/enfance/1900-v1-n1-enfance01654/1028010ar/abstract/\">\u003cspan style=\"font-weight: 400\">other studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers voicing a favorable opinion of students and interacting with them warmly tends to increase their social integration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To this end, teachers should think of themselves in social media parlance as “influencers” or “thought leaders.” Teachers’ relationships with kids “have a big influence on how those kids are seen,” Gest confirms: “Kids who perceive their classmates as not getting along with the teacher come to see those classmates less positively.” But “if teachers make public comments about a child’s academic or social strengths, those have an impact on how kids view that classmate” too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a problem though: Teachers’ \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397311000219?via%3Dihub\">\u003cspan style=\"font-weight: 400\">take\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on who is high status and who isn’t doesn’t always align with kids’, Gest says. “There are kids whom teachers perceive to be disruptive and a problem yet who are quite popular with their classmates. And then conversely, sometimes kids teachers perceive as super nice and prosocial are not particularly influential.” A first step, then, in realizing children’s potential to elevate and inspire one another, is “developing an accurate understanding of what those relationship patterns are.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Leveraging homophily\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One pattern is called homophily. Plato once wrote “similarity begets friendship,” and modern social science research has proven him right. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2008-08239-010\">\u003cspan style=\"font-weight: 400\">Like tends to stick with like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in terms of attitudes and beliefs, but also ethnicity, socio-economic status, and gender even in an integrated classroom. (In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Friendship\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Denworth reports: “Friendship with opposite-sex peers ‘drops off precipitously after seven years of age.’”) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet friendships that bridge these divides have been associated with higher academic outcomes, and Juvonen says, “students with a greater proportion of cross-ethnic friendships reported lower vulnerability” to peer victimization. On the other hand, discriminatory experiences lead to anger, impulsivity, depression, anxiety, sleep loss, and more, all conditions that drive down academic engagement and performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For cross-group friendships to thrive, Juvonen says, teachers and administrators have to “disrupt typical social dynamics and avoid instructional practices that highlight differences.” Going after low-hanging fruit, Juvonen recommends we stop saying, “Good morning, boys and girls.” Using these categories implies that they have functional importance in elementary school (when \u003c/span>\u003ca href=\"https://www.parents.com/toddlers-preschoolers/development/behavioral/what-science-really-says-about-boys-and-girls/\">\u003cspan style=\"font-weight: 400\">research has yet to prove they do\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) and impedes same-gender bonds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators can also consider explicit anti-bias interventions. Juvonen \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1655645?scroll=top&needAccess=true&journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">says\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a puppet program that “teaches about acceptance of various body shapes has been shown effective in reducing negative attitudes and stereotypes about larger body shapes.” Inclusive curricula \u003c/span>\u003ca href=\"https://www.educationdive.com/news/improving-lgbtq-representation-in-curriculum-reduces-stigma-bullying/580239/\">\u003cspan style=\"font-weight: 400\">can also alter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> social dynamics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though initiatives like these take time and institutional support, there’s one thing educators can do right away, Laursen says. While perceived similarities predict who will become friends better than actual similarities, it’s the latter that determines whether friendships will last. Teachers can help kids’ friendship calculus be more accurate by making less obvious similarities salient. Another way of looking at it? By drawing attention to traits and interests that aren’t as readily apparent as gender or skin tone (e.g., “You two and your Minecraft obsession!”), teachers foster Aristotelian friendships of virtue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Juvonen says extracurricular activities like sports and interscholastic robotics competitions provide the ideal context both for highlighting shared interests and promoting positive interdependence, but access is often a problem. Administrators can try to decrease hurdles such as transportation and out-of-pocket expenses, as well as ensuring there’s extra support on hand to facilitate the participation of special needs students. But logistical stumbling blocks aren’t the only type. “Some kids are just reluctant to take the big step to join a club,” Laursen says, and schools would do well to create an emotionally safe environment. That can mean paired activities and inclusion-oriented clubs such as Gay-Straight Alliances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids can also be encouraged to find hidden similarities on their own. Julia Smith, who teaches first-grade in San Francisco, reads her students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Day You Begin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Jacqueline Woodson: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My name is Angelina and I spent my whole summer with my little sister\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, you tell the class …. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Your name is like my sister’s\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Rigoberto says. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Her name is Angelina, too\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">…. This is the day you begin to find … every new friend has something a little like you.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Elizabeth Self, an assistant professor at Vanderbilt University, says it’s important to keep in mind there simply isn’t enough research on encouraging cross-group friendships for academics like her to provide a 10-tricks book. For the most part, they are instead “going to talk about, you could do this, but you’d need to watch out for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Case in point: Just how much to spread kids out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skill sorting and ability grouping, Juvonen says, “not only reduces contact, but also highlights status differences between demographic groups.” Tracked classes, resource rooms, and second-language learner programs that separate groups of students and highlight their differences are also “likely to hinder peer acceptance and the development of friendships,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, distributing a small group of atypical kids across classrooms can also be the wrong call. In one study, children with disabilities, who can struggle with social integration, were just as likely to have friends and be accepted as their developmentally typical peers when placed in classrooms where one-third of the students had a mild disability. Juvonen’s conclusion: “There is a critical minimum mass required for groups of vulnerable students to be socially integrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on race relations in middle and high schools suggests exactly that. In \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/beverly-daniel-tatum-classroom-conversations-race/538758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Why Are All the Black Kids Sitting Together in the Cafeteria?\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Beverly Daniel Tatum, a psychology professor and former president of Spelman College, explains that around the onset of puberty, Black students start to explore their identity just as “the world begins to reflect their Blackness back to them more clearly.” In racially mixed settings, she writes, voluntary “racial grouping is a developmental process in response to an environmental stressor, racism.” When it comes to racial \u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">microaggressions\u003c/a>, white peers “are unprepared to respond in supportive ways.” That makes joining with other Black students “a positive coping strategy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A teacher with a class of 25 students that includes 5 Black students and needs to be split into 5 groups may be tempted to create diverse pods by placing one of the underrepresented students in each group, but doing so can actually set intergroup relations back. Once kids are old enough to grapple with race, numerical insignificance and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—which one of Dr. Tatum’s young sources described as “that constant burden of you always having to strive to do your best and show that you can do just as much as everybody else\"—can silence and alienate Black children, reduce their status, and thwart friendship formation. When small groups involve peer critique, preventing critical mass can also leave Black students emotionally unprepared to receive feedback. As counterintuitive as it may seem, allowing Black students “the psychological safety of their own group” can actually increase the likelihood that they form friendships outside it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self says similar concerns apply to “putting kids from the same linguistic background together in maths small group work.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Making game-time calls\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, teachers will have to make judgment calls when it comes to friendship. Students who are easily distracted may benefit from more individual work, and there’s research showing that friends \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">interfere with productivity in some circumstances: for example, when they’re not engaged by the subject matter or they put one another’s feelings over giving meaningful feedback. But if a friendless child goofs off with a peer, Laursen says, a little more leeway may be in order, since research shows that kids with at least one friend are both less likely to be bullied and less harmed by bullying. It would make sense then, to seat a child with very low social status near one who is both friendly and popular. A warm relationship with someone like that could increase classwide acceptance considerably. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elizabeth Self likes the idea of reconceptualizing friends as a resource, thinking, “How can we give them permission to draw on that person?” When a student is getting out of sorts, for example: “If they have a good bud who is not in the classroom, say: ‘Let’s go see if we can pull Margarita from Ms. Jon’s class. You all stay in the hall for five minutes. We are going to set a timer to see if spending some time together helps you to be able to come back into class.’” In the context of restorative justice circles, why not have an ally present for each child? “I think there is rich opportunity here,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Gest wants to remind teachers, administrators, and their communities: “You can’t address everything at once, through either a seating arrangement or a group learning assignment.” Yes, friendship can present untapped academic potential, but “there’s limits to how much teachers can do.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a> works as a mother and writer in San Francisco. Her youngest child is in Julia Smith’s class at Rooftop School.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship","authors":["byline_mindshift_56979"],"categories":["mindshift_20828"],"tags":["mindshift_20650","mindshift_21396","mindshift_21336","mindshift_20865","mindshift_943"],"featImg":"mindshift_56982","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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