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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>For 30 years, Bellevue Elementary in Santa Rosa has relied on AmeriCorps services to support their students that need extra help. But when federal funding was cut, and later reinstated, that programming stalled, leaving some students behind.\u003c/p>\n\u003cp>In this episode, principal Nina Craig explains how the loss of tutors affected instruction and student relationships, while new AmeriCorps members, Maya Nurse and Elena Zeoli, describe stepping into classrooms with limited time and resources. We learn how even a few missed months of literacy support reduces how many students can be served.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1557384124\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Welcome to Mind Shift, where we explore the future of learning and how we raise our kids. I’m Marlena Jackson Rotondo. It’s almost Winter break at Bellevue Elementary in Santa Rosa, California, and tutoring sessions for the school year have just begun. The schools to AmeriCorps tutors have gone through a crash course of training to prepare for the reading and writing support they’ll provide for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>AmeriCorps is an independent government agency whose volunteer members provide educational support and services to schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>On this morning, a small group of fourth graders reluctantly file into the room.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>They’ve been pulled out of their classroom to spend 30 minutes with the tutors, Maya Nurse and Elena Zeoli.\u003c/p>\n\u003cp>Maya has the students get straight to work reading a story out loud from a workbook In unison.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> We’re gonna start with our choral style of reading today.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> Ready? Go!\u003c/p>\n\u003cp>\u003cstrong>All reading:\u003c/strong> My mother says to me, I choose a pretty paper fan with a picture of leaves and fireflies. I will keep my fan forever. When I grow up I will look at it and remember this night.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The tutors stop the students every couple of sentences to ask about vocabulary in the text.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So what happened?\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> What unexpectedly happened? The wet… they were warned about the weather. They thought the waves were only gonna get to how tall? Do you remember from the first page? Student: mmmm….\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The students seem timid, and when they do speak up, it’s very quiet. And sometimes the students don’t answer the questions at all, but Maya and Elena, unfazed by the silence, move on.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is normal student behavior for the first week of tutoring at Bellevue Elementary, but what isn’t normal is that the first week of tutoring has been delayed this year by more than two months. Tutoring was supposed to start in early fall. Last April, all AmeriCorps funding was terminated by the Trump administration.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> This ended an almost three decade long collaboration between Bellevue Elementary and AmeriCorps.\u003c/p>\n\u003cp>These cuts happened immediately and without explanation.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> It was shocking how quickly it happened. Um, uh, literally felt like overnight.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> so it kind of felt like the rug was pulled out from us.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> That’s Nina Craig Bellevue, elementary’s principal of 10 years. Before that, she was a fifth grade teacher and she recalls working with AmeriCorps members then.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> As a classroom teacher I remember them coming into my room and working with some of my students and having that partnership as a teacher\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And because the AmeriCorps members were such an integral part of the school community, the cuts were difficult for Bellevue students too.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> The relationship with the kids that was established and for the kids to all of a sudden have these people gone that are such a vital part of our school.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> was really sad and really hard to explain, because they really do become a part of our school culture.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> Through lawsuits. AmeriCorps funding cuts were reversed in June of last year, but by that time, schools like Bellevue Elementary were already behind for the next school year’s cycle of tutoring. Some schools across the district opted not to continue with tutoring and mentoring support from AmeriCorps members for the next school year.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is because they had to make decisions about their funding and without the certainty of AmeriCorps services, they had to go without. And because programming was delayed, Bellevue students didn’t start tutoring until December instead of October.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> there hasn’t been any tutoring offered for our third through sixth grade students until now.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> So without AmeriCorps, those students aren’t receiving any type of tutoring or intervention. And unless the teacher’s able to carve out time within their day to provide that,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> AmeriCorps members provide one of Bellevue elementary’s only forms of tier two support. That’s targeted support in a small group setting. In this case, it helps students who are struggling with reading.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> In years past, we’ve had literacy paraprofessionals that could support our tier two. Um, however, with budget cuts, this is our first year without having them.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> And so, um, we have one instructional aide. For the entire school\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> But yeah, we’re very limited.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The two AmeriCorps tutors contribute greatly to Bellevue’s tier two manpower, but it’s still not enough. The school reduced the kindergarten day by one and a half hours so that kindergarten teachers could provide extra support for Bellevue’s first and second grade classrooms. On short notice, and with no wiggle room in their budget.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Bellevue Elementary had to make some hard choices. We’ll find out how they’re doing right after this break.\u003c/p>\n\u003cp>***Midroll Break***\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I visited Bellevue Elementary back in December, I spoke with Fonzi, a fourth grader, receiving small group literacy tutoring for 30 minutes per day, four days per week.\u003c/p>\n\u003cp>\u003cstrong> Fonzi: \u003c/strong>Dog Man and then I Survived.\u003c/p>\n\u003cp>Fonzi’s telling me about the books he likes to read at home.,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What was that one?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> I Survived.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What’s that one about?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> It’s um, there’s like different books.\u003c/p>\n\u003cp>\u003cstrong> Fonzi:\u003c/strong> There’s, um, a Titanic book that, um, sunk in the ocean.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> So you read about different survival stories? Whoa, that’s pretty cool.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> He feels like there’s less reading time when he’s in his classroom.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> The things that are different is, um, we don’t like read a lot of books,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But when he’s in his tutoring sessions, reading time, one of his favorite things to do, is extended\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> At AR time, we um, read, we read books for 15 minutes.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi is part of a small group of fourth grade students who have been identified as needing extra support with reading. During a normal year, there’s enough time for two groups of students to cycle through tutoring support from AmeriCorps members. But this year, since tutoring at Bellevue started late, AmeriCorps members only have time to help half of the students that they normally would.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> At sites like Bellevue, the AmeriCorps tutors have become a staple in the school community.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> There’s so many ways AmeriCorps impacts because of the tutoring, the recess playtime, the mentoring. It’s so much connection. You guys probably know more of the kids’ names than I do, um, at this point. And you just started\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And for Maya and Elena who are just starting their careers, the program offers them a glimpse into their professional future\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I know I want to do a job where I’m helping people and so I thought this was a great opportunity to, yeah, like, get some real life experience where I’m like serving others and I’m thinking of maybe doing something with social work.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The opportunity to work with students in a school setting also offered Maya something new.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I’ve never worked with kids, and so I was kind of like, I feel like I don’t know what I’m doing. Like, I don’t know if I..\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> …If I can do this, at first, you know, I was a little timid, but then you kind of just jump in and, um, you start connecting with the kids.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I spoke with the tutoring pair back in December, Elena was already feeling optimistic about her future.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So far this job I feel extremely passionate about, which is, it’s just really nice waking up in the morning and I, I wake up early, like I wake up before my alarm clock ’cause I’m just excited to come to the school.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> A couple months later, Maya and Elena felt comfortable in their roles,\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I just like know what I’m doing a little more. I kinda have a sense of like, we have a daily routine. I have really like good relationships with students now, so I’m like so excited to see them every day and they’re excited to see me and yeah, it’s great. It’s really good.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And the AmeriCorps tutors have also noticed improvements in their students as well.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> One of my students in sixth grade, in one of his tests, he was and like the 26th percentile for reading in like November. And now he is like in the 42nd percentile and I’m like, whoa, that’s so like rewarding and exciting that he’s like doing so much better and able to do that on his own now, like do it more on his own.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But the reality of having to work within the school’s limited resources has also sunk in for Maya.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> Sometimes also it’s like really hard to see like how some students struggle so much in school or like, you know, and I can only do so much and help them so much in that 30 minutes.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> yeah, just doing the best you can every day with what you have.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> Cat was going to wait the cat, and then this could change to hundreds of bugs in one.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> He called his keys and…\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>I walked into the tutoring classroom in February.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> It felt like a transformed space with students who were relaxed and eager to learn.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Elena had also noticed a difference in her students too.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> I feel like they’re a lot more confident in answering questions and what to write down. So I feel like that’s. That’s like the biggest difference I’ve seen is like their confidence in what they’re writing.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> So the door, what’s the door? Who does he know? What’s the door? It’s D, the OOR. Yeah. I thought it was E-D-O-O-O-R-H. What? All right.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi has also gained confidence in his reading abilities since December. He told me he’s reading three to four books a day and even tackling some chapter books.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> When I first came in and reading groups, um, we started reading books and stuff and I kind of got into it and I started reading books every day.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The benefits of extra reading support provided by the AmeriCorps tutors at school has extended into Fonzie’s home life as well. He and his siblings made up a reading game that they like to play at home.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> We guess, like, the book that they have. They don’t show the covers. And we, guess, and then if we get it right, the people that have the book that the people say, they’re eliminated.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Even though there won’t be enough time to bring in another group of fourth graders for tutoring this school year, Elena and Maya look forward to the rest of their time with the students that they are able to help.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Thank you to Bellevue Elementary’s faculty and staff who contributed their time to make this episode possible.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The MindShift team includes me, Marlena Jackson-Retondo, Nimah Gobir, and Ki Sung. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Jen Chien is head of podcasts and Ethan Toven-Lindsey is KQED’s, editor-in-chief. We receive additional support from Maha Sanad.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Mindshift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED, some members of the KQED podcast team are represented by the Screen Actors Guild, American Federation of Television and Radio artists. San Francisco, Northern California Local.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Thanks for listening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>For 30 years, Bellevue Elementary in Santa Rosa has relied on AmeriCorps services to support their students that need extra help. But when federal funding was cut, and later reinstated, that programming stalled, leaving some students behind.\u003c/p>\n\u003cp>In this episode, principal Nina Craig explains how the loss of tutors affected instruction and student relationships, while new AmeriCorps members, Maya Nurse and Elena Zeoli, describe stepping into classrooms with limited time and resources. We learn how even a few missed months of literacy support reduces how many students can be served.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1557384124\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Welcome to Mind Shift, where we explore the future of learning and how we raise our kids. I’m Marlena Jackson Rotondo. It’s almost Winter break at Bellevue Elementary in Santa Rosa, California, and tutoring sessions for the school year have just begun. The schools to AmeriCorps tutors have gone through a crash course of training to prepare for the reading and writing support they’ll provide for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>AmeriCorps is an independent government agency whose volunteer members provide educational support and services to schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>On this morning, a small group of fourth graders reluctantly file into the room.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>They’ve been pulled out of their classroom to spend 30 minutes with the tutors, Maya Nurse and Elena Zeoli.\u003c/p>\n\u003cp>Maya has the students get straight to work reading a story out loud from a workbook In unison.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> We’re gonna start with our choral style of reading today.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> Ready? Go!\u003c/p>\n\u003cp>\u003cstrong>All reading:\u003c/strong> My mother says to me, I choose a pretty paper fan with a picture of leaves and fireflies. I will keep my fan forever. When I grow up I will look at it and remember this night.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The tutors stop the students every couple of sentences to ask about vocabulary in the text.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So what happened?\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> What unexpectedly happened? The wet… they were warned about the weather. They thought the waves were only gonna get to how tall? Do you remember from the first page? Student: mmmm….\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The students seem timid, and when they do speak up, it’s very quiet. And sometimes the students don’t answer the questions at all, but Maya and Elena, unfazed by the silence, move on.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is normal student behavior for the first week of tutoring at Bellevue Elementary, but what isn’t normal is that the first week of tutoring has been delayed this year by more than two months. Tutoring was supposed to start in early fall. Last April, all AmeriCorps funding was terminated by the Trump administration.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> This ended an almost three decade long collaboration between Bellevue Elementary and AmeriCorps.\u003c/p>\n\u003cp>These cuts happened immediately and without explanation.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> It was shocking how quickly it happened. Um, uh, literally felt like overnight.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> so it kind of felt like the rug was pulled out from us.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> That’s Nina Craig Bellevue, elementary’s principal of 10 years. Before that, she was a fifth grade teacher and she recalls working with AmeriCorps members then.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> As a classroom teacher I remember them coming into my room and working with some of my students and having that partnership as a teacher\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And because the AmeriCorps members were such an integral part of the school community, the cuts were difficult for Bellevue students too.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> The relationship with the kids that was established and for the kids to all of a sudden have these people gone that are such a vital part of our school.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> was really sad and really hard to explain, because they really do become a part of our school culture.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> Through lawsuits. AmeriCorps funding cuts were reversed in June of last year, but by that time, schools like Bellevue Elementary were already behind for the next school year’s cycle of tutoring. Some schools across the district opted not to continue with tutoring and mentoring support from AmeriCorps members for the next school year.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is because they had to make decisions about their funding and without the certainty of AmeriCorps services, they had to go without. And because programming was delayed, Bellevue students didn’t start tutoring until December instead of October.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> there hasn’t been any tutoring offered for our third through sixth grade students until now.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> So without AmeriCorps, those students aren’t receiving any type of tutoring or intervention. And unless the teacher’s able to carve out time within their day to provide that,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> AmeriCorps members provide one of Bellevue elementary’s only forms of tier two support. That’s targeted support in a small group setting. In this case, it helps students who are struggling with reading.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> In years past, we’ve had literacy paraprofessionals that could support our tier two. Um, however, with budget cuts, this is our first year without having them.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> And so, um, we have one instructional aide. For the entire school\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> But yeah, we’re very limited.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The two AmeriCorps tutors contribute greatly to Bellevue’s tier two manpower, but it’s still not enough. The school reduced the kindergarten day by one and a half hours so that kindergarten teachers could provide extra support for Bellevue’s first and second grade classrooms. On short notice, and with no wiggle room in their budget.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Bellevue Elementary had to make some hard choices. We’ll find out how they’re doing right after this break.\u003c/p>\n\u003cp>***Midroll Break***\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I visited Bellevue Elementary back in December, I spoke with Fonzi, a fourth grader, receiving small group literacy tutoring for 30 minutes per day, four days per week.\u003c/p>\n\u003cp>\u003cstrong> Fonzi: \u003c/strong>Dog Man and then I Survived.\u003c/p>\n\u003cp>Fonzi’s telling me about the books he likes to read at home.,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What was that one?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> I Survived.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What’s that one about?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> It’s um, there’s like different books.\u003c/p>\n\u003cp>\u003cstrong> Fonzi:\u003c/strong> There’s, um, a Titanic book that, um, sunk in the ocean.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> So you read about different survival stories? Whoa, that’s pretty cool.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> He feels like there’s less reading time when he’s in his classroom.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> The things that are different is, um, we don’t like read a lot of books,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But when he’s in his tutoring sessions, reading time, one of his favorite things to do, is extended\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> At AR time, we um, read, we read books for 15 minutes.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi is part of a small group of fourth grade students who have been identified as needing extra support with reading. During a normal year, there’s enough time for two groups of students to cycle through tutoring support from AmeriCorps members. But this year, since tutoring at Bellevue started late, AmeriCorps members only have time to help half of the students that they normally would.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> At sites like Bellevue, the AmeriCorps tutors have become a staple in the school community.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> There’s so many ways AmeriCorps impacts because of the tutoring, the recess playtime, the mentoring. It’s so much connection. You guys probably know more of the kids’ names than I do, um, at this point. And you just started\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And for Maya and Elena who are just starting their careers, the program offers them a glimpse into their professional future\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I know I want to do a job where I’m helping people and so I thought this was a great opportunity to, yeah, like, get some real life experience where I’m like serving others and I’m thinking of maybe doing something with social work.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The opportunity to work with students in a school setting also offered Maya something new.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I’ve never worked with kids, and so I was kind of like, I feel like I don’t know what I’m doing. Like, I don’t know if I..\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> …If I can do this, at first, you know, I was a little timid, but then you kind of just jump in and, um, you start connecting with the kids.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I spoke with the tutoring pair back in December, Elena was already feeling optimistic about her future.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So far this job I feel extremely passionate about, which is, it’s just really nice waking up in the morning and I, I wake up early, like I wake up before my alarm clock ’cause I’m just excited to come to the school.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> A couple months later, Maya and Elena felt comfortable in their roles,\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I just like know what I’m doing a little more. I kinda have a sense of like, we have a daily routine. I have really like good relationships with students now, so I’m like so excited to see them every day and they’re excited to see me and yeah, it’s great. It’s really good.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And the AmeriCorps tutors have also noticed improvements in their students as well.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> One of my students in sixth grade, in one of his tests, he was and like the 26th percentile for reading in like November. And now he is like in the 42nd percentile and I’m like, whoa, that’s so like rewarding and exciting that he’s like doing so much better and able to do that on his own now, like do it more on his own.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But the reality of having to work within the school’s limited resources has also sunk in for Maya.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> Sometimes also it’s like really hard to see like how some students struggle so much in school or like, you know, and I can only do so much and help them so much in that 30 minutes.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> yeah, just doing the best you can every day with what you have.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> Cat was going to wait the cat, and then this could change to hundreds of bugs in one.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> He called his keys and…\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>I walked into the tutoring classroom in February.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> It felt like a transformed space with students who were relaxed and eager to learn.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Elena had also noticed a difference in her students too.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> I feel like they’re a lot more confident in answering questions and what to write down. So I feel like that’s. That’s like the biggest difference I’ve seen is like their confidence in what they’re writing.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> So the door, what’s the door? Who does he know? What’s the door? It’s D, the OOR. Yeah. I thought it was E-D-O-O-O-R-H. What? All right.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi has also gained confidence in his reading abilities since December. He told me he’s reading three to four books a day and even tackling some chapter books.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> When I first came in and reading groups, um, we started reading books and stuff and I kind of got into it and I started reading books every day.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The benefits of extra reading support provided by the AmeriCorps tutors at school has extended into Fonzie’s home life as well. He and his siblings made up a reading game that they like to play at home.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> We guess, like, the book that they have. They don’t show the covers. And we, guess, and then if we get it right, the people that have the book that the people say, they’re eliminated.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Even though there won’t be enough time to bring in another group of fourth graders for tutoring this school year, Elena and Maya look forward to the rest of their time with the students that they are able to help.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Thank you to Bellevue Elementary’s faculty and staff who contributed their time to make this episode possible.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The MindShift team includes me, Marlena Jackson-Retondo, Nimah Gobir, and Ki Sung. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Jen Chien is head of podcasts and Ethan Toven-Lindsey is KQED’s, editor-in-chief. We receive additional support from Maha Sanad.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Mindshift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED, some members of the KQED podcast team are represented by the Screen Actors Guild, American Federation of Television and Radio artists. San Francisco, Northern California Local.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Thanks for listening.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Remember to pick up paper towels on your way home from work! Oh, summer camp sign ups are at 6. Ooh, should you include your boss in that upcoming meeting this week?\u003c/p>\n\u003cp>How do you lighten your mental load — those seemingly never-ending tasks you’re constantly keeping track of in your brain?\u003c/p>\n\u003cp>It’s a question that sociologist Leah Ruppanner explores in her new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/762972/drained-by-leah-ruppanner-phd/\" target=\"_blank\" rel=\"noopener\">\u003cem>\u003cu>Drained: Reduce Your Mental Load to Do Less and Be More\u003c/u>\u003c/em>\u003c/a>, which comes out today. It offers evidence-based tools to reduce what she calls “emotional thinking work,” so we can use that energy in a more meaningful way.\u003c/p>\n\u003cp>Ruppanner, a professor at The University of Melbourne in Australia who has spent decades studying gender, work and family, has found that just being able to acknowledge and measure the mental load can slim it down. “Once we see it, we can’t unsee it. We can start to address it,” she says.\u003c/p>\n\u003cp>While everyone has a mental load to some extent — women carry the greatest burden, she says. In \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/jomf.13057\" target=\"_blank\" rel=\"noopener\">\u003cu>one study of survey data\u003c/u>\u003c/a> with over 3,000 parents in the United States, she and other researchers found that women were responsible for over 70% of the domestic mental load, including keeping track of everyone’s schedules or remembering to delegate tasks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a conversation with Life Kit, Ruppanner unpacks some of the assumptions that keep a woman’s mental load heavy, and what it takes to reclaim your headspace. This interview has been edited for length and clarity.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1069+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F5a%2Fd4%2F8a13595443ebaf2d8e2dc985ff43%2F260420-lk-drained-16x9.jpg\" alt=\"Drained: Reduce Your Mental Load to Do Less and Be More, is written by sociologist and researcher Leah Ruppanner.\">\u003cfigcaption>\u003cem>Drained: Reduce Your Mental Load to Do Less and Be More\u003c/em>, is written by sociologist and researcher Leah Ruppanner. \u003ccite> (Headshot courtesy of the author, Collage by NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Let’s start with mental load and gender. What are some of the pervasive cultural myths that you wish would go away? \u003c/strong>\u003c/p>\n\u003cp>One of the biggest lies we sell each other is that women are better multitaskers than men, that their brains are just more efficient at keeping track of all these competing things.\u003c/p>\n\u003cp>\u003ca href=\"https://www.apa.org/topics/research/multitasking\" target=\"_blank\" rel=\"noopener\">\u003cu>The research doesn’t show that\u003c/u>\u003c/a>. What it shows is that \u003cem>none\u003c/em> of us can multitask. What multitaskers are good at doing is task switching, which burns through some of your cognitive capacity and drains some of your energy.\u003c/p>\n\u003cp>Another myth we tell each other is that women are really good household managers and men are terrible at this. But \u003ca href=\"https://www.un.org/esa/socdev/family/docs/egm16/BehsonRobbins.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>[research has shown]\u003c/u>\u003c/a> that men who engage in the primary care of children and take care of the household, they’re healthier, they’re happier, they’re more balanced.\u003c/p>\n\u003cp>Some of these social norms just position [women] to take on the work. Then we set each other up to reinforce these gender roles.\u003c/p>\n\u003cp>\u003cstrong>You \u003c/strong>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0049124119852395\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>ran a study\u003c/u>\u003c/strong>\u003c/a>\u003cstrong> testing the stereotype that “men can’t see the mess.” \u003c/strong>\u003c/p>\n\u003cp>With colleagues at University of California, Santa Barbara, and New York University, we showed [male and female participants] a messy room and a clean room. And we asked them: Can you rate the messiness of this room?\u003c/p>\n\u003cp>We found that men and women rate it as equally clean and equally messy. So this idea that “men can’t see the mess or dirt” is nonsense. Let’s stop saying that to each other and believing it. Men can see the socks on the floor.\u003c/p>\n\u003cp>\u003cstrong>You say that one of the most effective ways to lighten the mental load is to figure out what’s exactly on the list. How do you do that? \u003c/strong>\u003c/p>\n\u003cp>I have this new website where if you want to actually measure your mental load, you can take a \u003ca href=\"https://www.lightenlab.com/assessment\" target=\"_blank\" rel=\"noopener\">\u003cu>free assessment \u003c/u>\u003c/a>and see what you’re carrying.\u003c/p>\n\u003cp>\u003cstrong>Your book also offers a tool called the \u003c/strong>\u003ca href=\"https://www.penguinrandomhouse.com/books/762972/drained-by-leah-ruppanner-phd/#:~:text=%E2%80%A2%20Life%20organization,in%20the%20future\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>Mental Load Audit\u003c/u>\u003c/strong>\u003c/a>. \u003cstrong>The idea is to sort the tasks in your head into eight categories so you can see where your energy is going. Can you tell us about some of those buckets? \u003c/strong>\u003c/p>\n\u003cp>The first one is life organization. This is staying on top of the planning and the tasks. The second one is emotional support. This is checking in on family, friends and coworkers to make sure they’re doing OK. Another is individual upkeep, like, did I make that doctor’s appointment? Do I need to get my hair cut?\u003c/p>\n\u003cp>\u003cstrong>You can find all eight categories in your book, \u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RiyQcB4R5O8\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>and also online\u003c/u>\u003c/strong>\u003c/a>\u003cstrong>. Once you’ve categorized your mental load, what do you do next? \u003c/strong>\u003c/p>\n\u003cp>Start thinking about whether these things are drains [to your energy] or credits.\u003c/p>\n\u003cp>Every day you wake up with a certain amount of capacity, and every day you spend it. You cannot, every day, pull your mental load into deficit. You need to have some energy.\u003c/p>\n\u003cp>Now, for some that will be about reducing some of the mental load. But for others, that will be about figuring out the things that bring you joy, that are replenishing. Then start thinking about how you align your mental spending that way.\u003c/p>\n\u003cp>\u003cstrong>How do we prioritize the tasks that matter most? \u003c/strong>\u003c/p>\n\u003cp>Get clear on who’s on your starting lineup. One of the mothers [I interviewed] said, “I’m weighing the requests from my book club, the Parent-Teacher Association and my parents. I can’t say no to any of them.”\u003c/p>\n\u003cp>But if you have a moment to go, “Who’s really critical right now?” It becomes easier to say no. Then you can filter what decisions are worth the investment.\u003c/p>\n\u003cp>\u003cstrong>You share another way to lighten your mental load: outsource some of your responsibilities. This tends to cost money — for example, hiring a house cleaner or child care. Are there other ways to offload our tasks without breaking the bank? \u003c/strong>\u003c/p>\n\u003cp>Can technology do it? Maybe artificial intelligence can do the meal planning. Or there are apps that can read your emails and put [events] into a shared calendar.\u003c/p>\n\u003cp>One of the other things I talk about in the book is getting a “good is good enough” mentality, and starting to think about when our standards are too high.\u003c/p>\n\u003cp>Like, if you are worried about the way the forks go in the dishwasher, part of your mental load is being spent monitoring that. Sometimes it’s worth it, sometimes it’s not.\u003c/p>\n\u003cp>\u003cstrong>So what is the ultimate goal here, once you’ve succeeded in lightening the load? \u003c/strong>\u003c/p>\n\u003cp>To say: I have enough mental load energy to figure out where I’m going, and I can create new, interesting worlds, or lives that I love to live, where I’m thriving, where I’m happy, where I’m passionate, where I’m excited, and not waking up depleted or burnt.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Take the \u003c/em>\u003c/strong>\u003ca href=\"https://www.lightenlab.com/assessment\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cem>\u003cu>Mental Load Measurement\u003c/u>\u003c/em>\u003c/strong>\u003c/a>\u003cstrong>\u003cem>, a short quiz developed by Ruppanner, to measure where your mental load is heaviest — and get suggestions on how to lighten it. \u003c/em>\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Malaka Gharib. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a conversation with Life Kit, Ruppanner unpacks some of the assumptions that keep a woman’s mental load heavy, and what it takes to reclaim your headspace. This interview has been edited for length and clarity.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1069+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F5a%2Fd4%2F8a13595443ebaf2d8e2dc985ff43%2F260420-lk-drained-16x9.jpg\" alt=\"Drained: Reduce Your Mental Load to Do Less and Be More, is written by sociologist and researcher Leah Ruppanner.\">\u003cfigcaption>\u003cem>Drained: Reduce Your Mental Load to Do Less and Be More\u003c/em>, is written by sociologist and researcher Leah Ruppanner. \u003ccite> (Headshot courtesy of the author, Collage by NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Let’s start with mental load and gender. What are some of the pervasive cultural myths that you wish would go away? \u003c/strong>\u003c/p>\n\u003cp>One of the biggest lies we sell each other is that women are better multitaskers than men, that their brains are just more efficient at keeping track of all these competing things.\u003c/p>\n\u003cp>\u003ca href=\"https://www.apa.org/topics/research/multitasking\" target=\"_blank\" rel=\"noopener\">\u003cu>The research doesn’t show that\u003c/u>\u003c/a>. What it shows is that \u003cem>none\u003c/em> of us can multitask. What multitaskers are good at doing is task switching, which burns through some of your cognitive capacity and drains some of your energy.\u003c/p>\n\u003cp>Another myth we tell each other is that women are really good household managers and men are terrible at this. But \u003ca href=\"https://www.un.org/esa/socdev/family/docs/egm16/BehsonRobbins.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>[research has shown]\u003c/u>\u003c/a> that men who engage in the primary care of children and take care of the household, they’re healthier, they’re happier, they’re more balanced.\u003c/p>\n\u003cp>Some of these social norms just position [women] to take on the work. Then we set each other up to reinforce these gender roles.\u003c/p>\n\u003cp>\u003cstrong>You \u003c/strong>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0049124119852395\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>ran a study\u003c/u>\u003c/strong>\u003c/a>\u003cstrong> testing the stereotype that “men can’t see the mess.” \u003c/strong>\u003c/p>\n\u003cp>With colleagues at University of California, Santa Barbara, and New York University, we showed [male and female participants] a messy room and a clean room. And we asked them: Can you rate the messiness of this room?\u003c/p>\n\u003cp>We found that men and women rate it as equally clean and equally messy. So this idea that “men can’t see the mess or dirt” is nonsense. Let’s stop saying that to each other and believing it. Men can see the socks on the floor.\u003c/p>\n\u003cp>\u003cstrong>You say that one of the most effective ways to lighten the mental load is to figure out what’s exactly on the list. How do you do that? \u003c/strong>\u003c/p>\n\u003cp>I have this new website where if you want to actually measure your mental load, you can take a \u003ca href=\"https://www.lightenlab.com/assessment\" target=\"_blank\" rel=\"noopener\">\u003cu>free assessment \u003c/u>\u003c/a>and see what you’re carrying.\u003c/p>\n\u003cp>\u003cstrong>Your book also offers a tool called the \u003c/strong>\u003ca href=\"https://www.penguinrandomhouse.com/books/762972/drained-by-leah-ruppanner-phd/#:~:text=%E2%80%A2%20Life%20organization,in%20the%20future\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>Mental Load Audit\u003c/u>\u003c/strong>\u003c/a>. \u003cstrong>The idea is to sort the tasks in your head into eight categories so you can see where your energy is going. Can you tell us about some of those buckets? \u003c/strong>\u003c/p>\n\u003cp>The first one is life organization. This is staying on top of the planning and the tasks. The second one is emotional support. This is checking in on family, friends and coworkers to make sure they’re doing OK. Another is individual upkeep, like, did I make that doctor’s appointment? Do I need to get my hair cut?\u003c/p>\n\u003cp>\u003cstrong>You can find all eight categories in your book, \u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=RiyQcB4R5O8\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cu>and also online\u003c/u>\u003c/strong>\u003c/a>\u003cstrong>. Once you’ve categorized your mental load, what do you do next? \u003c/strong>\u003c/p>\n\u003cp>Start thinking about whether these things are drains [to your energy] or credits.\u003c/p>\n\u003cp>Every day you wake up with a certain amount of capacity, and every day you spend it. You cannot, every day, pull your mental load into deficit. You need to have some energy.\u003c/p>\n\u003cp>Now, for some that will be about reducing some of the mental load. But for others, that will be about figuring out the things that bring you joy, that are replenishing. Then start thinking about how you align your mental spending that way.\u003c/p>\n\u003cp>\u003cstrong>How do we prioritize the tasks that matter most? \u003c/strong>\u003c/p>\n\u003cp>Get clear on who’s on your starting lineup. One of the mothers [I interviewed] said, “I’m weighing the requests from my book club, the Parent-Teacher Association and my parents. I can’t say no to any of them.”\u003c/p>\n\u003cp>But if you have a moment to go, “Who’s really critical right now?” It becomes easier to say no. Then you can filter what decisions are worth the investment.\u003c/p>\n\u003cp>\u003cstrong>You share another way to lighten your mental load: outsource some of your responsibilities. This tends to cost money — for example, hiring a house cleaner or child care. Are there other ways to offload our tasks without breaking the bank? \u003c/strong>\u003c/p>\n\u003cp>Can technology do it? Maybe artificial intelligence can do the meal planning. Or there are apps that can read your emails and put [events] into a shared calendar.\u003c/p>\n\u003cp>One of the other things I talk about in the book is getting a “good is good enough” mentality, and starting to think about when our standards are too high.\u003c/p>\n\u003cp>Like, if you are worried about the way the forks go in the dishwasher, part of your mental load is being spent monitoring that. Sometimes it’s worth it, sometimes it’s not.\u003c/p>\n\u003cp>\u003cstrong>So what is the ultimate goal here, once you’ve succeeded in lightening the load? \u003c/strong>\u003c/p>\n\u003cp>To say: I have enough mental load energy to figure out where I’m going, and I can create new, interesting worlds, or lives that I love to live, where I’m thriving, where I’m happy, where I’m passionate, where I’m excited, and not waking up depleted or burnt.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Take the \u003c/em>\u003c/strong>\u003ca href=\"https://www.lightenlab.com/assessment\" target=\"_blank\" rel=\"noopener\">\u003cstrong>\u003cem>\u003cu>Mental Load Measurement\u003c/u>\u003c/em>\u003c/strong>\u003c/a>\u003cstrong>\u003cem>, a short quiz developed by Ruppanner, to measure where your mental load is heaviest — and get suggestions on how to lighten it. \u003c/em>\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Malaka Gharib. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There are times in life that call for you to give a good pep talk.\u003c/p>\n\u003cp>Maybe your partner just lost their job. Maybe your kid has back-to-school jitters. Or maybe you’re at karaoke and nervous about your performance.\u003c/p>\n\u003cp>To spark courage and motivation, you’ll need to show your loved one — or yourself — that “you’re on their side, you’ve got their back and they can do this,” says writer and comedian \u003ca href=\"https://joshlinden.com/\" target=\"_blank\" rel=\"noopener\">Josh Linden\u003c/a>, co-author of \u003ca href=\"https://www.penguinrandomhouse.com/books/756684/tiny-pep-talks-by-paula-skaggs-and-josh-linden/\" target=\"_blank\" rel=\"noopener\">\u003cem>Tiny Pep Talks: Bite-Size Encouragement for Life’s Annoying, Stressful, and Flat-Out Lousy Moments\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>For some people, that might feel too hard or too high stakes. What if you say the wrong thing? How do you get someone to \u003cem>actually\u003c/em> change their outlook?\u003c/p>\n\u003cp>Linden and comedian, writer and co-author \u003ca href=\"https://www.paulakskaggs.com/\" target=\"_blank\" rel=\"noopener\">Paula Skaggs\u003c/a> share their ingredients for a great pep talk. Use them to devise your own words of inspiration for life’s bigger moments — and smaller ones too.\u003c/p>\n\u003ch2>Be specific. What does your loved one really need at the moment?\u003c/h2>\n\u003cp>Your sister is about to walk down the aisle. She’s nervous. Instead of saying something vague and cliché — like, “You can do this!” — pause and figure out what’s really going on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Make sure you’re listening to what they need and tailoring the pep talk to the specific anxiety they have,” Linden says.\u003c/p>\n\u003cp>Let’s say she’s feeling shy about saying her vows in front of everyone. So you might say: \u003cem>Hey, I’ve read your vows, and they are so beautiful. The groom is going to love them, and I know they’ll move everyone in the crowd too. Do you want to practice them one more time before you walk down the aisle? \u003c/em>\u003c/p>\n\u003ch2>Don’t save your pep talks for the big stuff.\u003c/h2>\n\u003cp>People often have more support and encouragement for life’s bigger challenges, like running a marathon or starting therapy, than they do for the smaller ones, Skaggs says.\u003c/p>\n\u003cp>So be a cheerleader for your loved ones in those everyday moments, she says. If your friend mentions they’re giving a presentation at work next week and are feeling excited but also a little anxious, send them a morale-boosting text message that week.\u003c/p>\n\u003cp>You might write: \u003cem>You’re going to be great at your presentation. You’re such a great public speaker, and you’ve been rocking it at your job lately. Sending good vibes your way!\u003c/em>\u003c/p>\n\u003cp>Little pep talks like these show that you care, and they can be just as meaningful as giving a pep talk on a larger issue, Skaggs says.\u003c/p>\n\u003ch2>A pep talk doesn’t have to include advice.\u003c/h2>\n\u003cp>Let’s say your friend calls and tells you that their partner has just broken up with them. They are crying and very upset. What should you say?\u003c/p>\n\u003cp>Assess the situation. If it’s clear they’re not looking for solutions, your pep talk might take the form of “encouragement and bearing witness to the challenges they’re going through,” Linden says. You might try \u003ca href=\"https://www.npr.org/2021/03/08/974786825/want-to-listen-better-turn-down-your-thoughts-and-tune-in-to-others\" target=\"_blank\" rel=\"noopener\">being an active listener\u003c/a> and doing some \u003ca href=\"https://www.npr.org/2024/02/06/1196978605/life-kit-all-guides-feed-draft-02-06-2024\" target=\"_blank\" rel=\"noopener\">grounding exercises\u003c/a> together.\u003c/p>\n\u003cp>Don’t feel the need to say “something revolutionary that the person has never heard of before,” Skaggs says. Sometimes, it can be comforting to just “remind them of the thing they already know to be true.”\u003c/p>\n\u003cp>You might say: \u003cem>I know that what you are going through is really hard and it hurts a lot right now, but I’m here for you.\u003c/em>\u003c/p>\n\u003ch2>Keep it simple.\u003c/h2>\n\u003cp>“A pep talk doesn’t have to be something formal that you spend a ton of time and thought on,” Skaggs says.\u003c/p>\n\u003cp>It’s perfectly OK to write the words, “Don’t give up!” on a sticky note and stick it on the desk of a colleague who’s trying to finish up a big project. Or send a text message saying, “You’re doing great!” to a mom friend who just gave birth.\u003c/p>\n\u003cp>And when it comes to giving \u003cem>yourself\u003c/em> a pep talk, remember that “you don’t have to nail it right off the bat,” Skaggs says. “Give yourself the same amount of grace, encouragement and forgiveness.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are times in life that call for you to give a good pep talk.\u003c/p>\n\u003cp>Maybe your partner just lost their job. Maybe your kid has back-to-school jitters. Or maybe you’re at karaoke and nervous about your performance.\u003c/p>\n\u003cp>To spark courage and motivation, you’ll need to show your loved one — or yourself — that “you’re on their side, you’ve got their back and they can do this,” says writer and comedian \u003ca href=\"https://joshlinden.com/\" target=\"_blank\" rel=\"noopener\">Josh Linden\u003c/a>, co-author of \u003ca href=\"https://www.penguinrandomhouse.com/books/756684/tiny-pep-talks-by-paula-skaggs-and-josh-linden/\" target=\"_blank\" rel=\"noopener\">\u003cem>Tiny Pep Talks: Bite-Size Encouragement for Life’s Annoying, Stressful, and Flat-Out Lousy Moments\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>For some people, that might feel too hard or too high stakes. What if you say the wrong thing? How do you get someone to \u003cem>actually\u003c/em> change their outlook?\u003c/p>\n\u003cp>Linden and comedian, writer and co-author \u003ca href=\"https://www.paulakskaggs.com/\" target=\"_blank\" rel=\"noopener\">Paula Skaggs\u003c/a> share their ingredients for a great pep talk. Use them to devise your own words of inspiration for life’s bigger moments — and smaller ones too.\u003c/p>\n\u003ch2>Be specific. What does your loved one really need at the moment?\u003c/h2>\n\u003cp>Your sister is about to walk down the aisle. She’s nervous. Instead of saying something vague and cliché — like, “You can do this!” — pause and figure out what’s really going on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Make sure you’re listening to what they need and tailoring the pep talk to the specific anxiety they have,” Linden says.\u003c/p>\n\u003cp>Let’s say she’s feeling shy about saying her vows in front of everyone. So you might say: \u003cem>Hey, I’ve read your vows, and they are so beautiful. The groom is going to love them, and I know they’ll move everyone in the crowd too. Do you want to practice them one more time before you walk down the aisle? \u003c/em>\u003c/p>\n\u003ch2>Don’t save your pep talks for the big stuff.\u003c/h2>\n\u003cp>People often have more support and encouragement for life’s bigger challenges, like running a marathon or starting therapy, than they do for the smaller ones, Skaggs says.\u003c/p>\n\u003cp>So be a cheerleader for your loved ones in those everyday moments, she says. If your friend mentions they’re giving a presentation at work next week and are feeling excited but also a little anxious, send them a morale-boosting text message that week.\u003c/p>\n\u003cp>You might write: \u003cem>You’re going to be great at your presentation. You’re such a great public speaker, and you’ve been rocking it at your job lately. Sending good vibes your way!\u003c/em>\u003c/p>\n\u003cp>Little pep talks like these show that you care, and they can be just as meaningful as giving a pep talk on a larger issue, Skaggs says.\u003c/p>\n\u003ch2>A pep talk doesn’t have to include advice.\u003c/h2>\n\u003cp>Let’s say your friend calls and tells you that their partner has just broken up with them. They are crying and very upset. What should you say?\u003c/p>\n\u003cp>Assess the situation. If it’s clear they’re not looking for solutions, your pep talk might take the form of “encouragement and bearing witness to the challenges they’re going through,” Linden says. You might try \u003ca href=\"https://www.npr.org/2021/03/08/974786825/want-to-listen-better-turn-down-your-thoughts-and-tune-in-to-others\" target=\"_blank\" rel=\"noopener\">being an active listener\u003c/a> and doing some \u003ca href=\"https://www.npr.org/2024/02/06/1196978605/life-kit-all-guides-feed-draft-02-06-2024\" target=\"_blank\" rel=\"noopener\">grounding exercises\u003c/a> together.\u003c/p>\n\u003cp>Don’t feel the need to say “something revolutionary that the person has never heard of before,” Skaggs says. Sometimes, it can be comforting to just “remind them of the thing they already know to be true.”\u003c/p>\n\u003cp>You might say: \u003cem>I know that what you are going through is really hard and it hurts a lot right now, but I’m here for you.\u003c/em>\u003c/p>\n\u003ch2>Keep it simple.\u003c/h2>\n\u003cp>“A pep talk doesn’t have to be something formal that you spend a ton of time and thought on,” Skaggs says.\u003c/p>\n\u003cp>It’s perfectly OK to write the words, “Don’t give up!” on a sticky note and stick it on the desk of a colleague who’s trying to finish up a big project. Or send a text message saying, “You’re doing great!” to a mom friend who just gave birth.\u003c/p>\n\u003cp>And when it comes to giving \u003cem>yourself\u003c/em> a pep talk, remember that “you don’t have to nail it right off the bat,” Skaggs says. “Give yourself the same amount of grace, encouragement and forgiveness.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>(Note: This is the second piece in a two-part series on absenteeism in schools. Read the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">\u003cem>first part\u003c/em>\u003c/a>\u003cem>, on seven insights from researchers.)\u003c/em>\u003c/p>\n\u003cp>Chronic absenteeism, when students miss 10 percent or more of the school year, is 50 percent higher across the nation than before the pandemic. Researchers say it’s difficult for schools to address the problem because it is both so intense, with students missing huge chunks of the school year, and so extensive, affecting both rich and poor students and even high achievers. And the reasons vary widely, from asthma and bullying to transportation problems and the feeling that school is boring.\u003c/p>\n\u003cp>“It’s hard to know where and when to target resources,” said Sam Hollon, a data analyst at the American Enterprise Institute, which hosted a symposium on the problem in May. “Who do you help when every student potentially can be a candidate for help?”\u003c/p>\n\u003cp>The Trump administration’s \u003ca href=\"https://hechingerreport.org/they-crossed-the-border-for-better-schools-now-some-families-are-leaving-the-us/\">immigration enforcement\u003c/a> is exacerbating the problem. A \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/ai25-1202.pdf\">June draft paper\u003c/a> by Stanford University professor Thomas Dee calculated that recent raids coincided with a 22 percent increase in daily student absences with particularly large increases in absenteeism among the youngest students.\u003c/p>\n\u003cp>Talking about the problem isn’t enough. Researchers say they want to study more schools that are making headway. It remains unclear if there are broadly applicable fixes or if each school or even each student needs individual solutions. Some underlying root causes for skipping school are more complex than others, requiring psychotherapy or housing assistance, which schools can’t provide. Here are a few examples of how very different communities are tackling the problem.\u003c/p>\n\u003ch2>\u003cstrong>Providence: Bus stops and weekend food bags\u003c/strong>\u003c/h2>\n\u003cp>Principal W. Jackson Reilly of Nathanael Greene Middle School in Providence, Rhode Island, said that when he arrived in April 2023, half of his 900 students in grades six to eight were chronically absent, up from 30 percent of students before the pandemic. Thirty percent of his teachers were also chronically absent. Achievement scores were in the state’s bottom 1 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Reilly managed to slash his chronic absenteeism rate in half to 25 percent this past 2024-25 year. That’s still high. One in four students missed more than 18 days of school a year. But, it’s better.\u003c/p>\n\u003cp>He began by identifying 150 kids who were just over the threshold for chronic absenteeism, those who missed between 18 and 35 days, hoping that these kids would be easier to lure back to school than those who were more disengaged. Reilly and a group of administrators and guidance counselors each took 10 to 15 students and showed their families how much school they had missed and how low their grades were. His team asked, “What do you need in order for your kid to be coming to school?’”\u003c/p>\n\u003cp>The two most common replies: transportation and food.\u003c/p>\n\u003cp>Many students lived only a mile away, too close to school to qualify for bus service. Yet the walk deterred many, especially if it was raining or snowing. Yellow buses often passed these children’s homes as they were transporting children who lived farther out, and Reilly convinced the district to add stops for these chronically absent children.\u003c/p>\n\u003cp>Ninety percent of his students come from families who are poor enough to qualify for the federal free or reduced-price lunch program and 80 percent are Hispanic. Although many children were fed breakfast and lunch at school, their families admitted that their kids would get so hungry over the weekend that they didn’t want to wake up and come to school on Mondays. Reilly partnered with a food pantry and sent bags of meat and pasta home with students on Fridays.\u003c/p>\n\u003cp>Individual attention also helped. At the start of each school day, Reilly and his team check in with their assigned students. Kids who show up get five “green bucks” to spend on snacks and prizes. Administrators call the homes of those who didn’t come to school. “If they did not answer the phone, we’d make a home visit,” said Reilly.\u003c/p>\n\u003cp>The most dramatic overhaul was scheduling. Reilly scrapped individual schedules for students and assigned four teachers to every 104 students. The kids now move in pods of 26 that take all their classes together, rotating through the same four teachers throughout the day. The classrooms are right near each other, creating a smaller community within the school.\u003c/p>\n\u003cp>“It’s all about relationship building,” said Reilly. When students look forward to seeing their classmates and teachers, he said, they’re more motivated to come to school.\u003c/p>\n\u003cp>Researchers say fostering relationships is effective. Hedy Chang, executive director of Attendance Works, a nonprofit organization that advises schools on how to boost attendance rates, said it’s still a battle to persuade school leaders (and school board members) that making school a more welcoming place is more productive than punishing kids and families for skipping school.\u003c/p>\n\u003cp>Reilly said his school now posts the lowest student and teacher chronic absenteeism rates in Providence. And he said his school is the highest performing middle school in the city and among the highest statewide in reading.\u003c/p>\n\u003ch2>\u003cstrong>New York City: Catching the butterflies\u003c/strong>\u003c/h2>\n\u003cp>A cluster of New York City high schools are taking a more data-driven approach, guided by New Visions, a consulting organization that supports 71 city high schools.\u003c/p>\n\u003cp>After some experimentation, New Visions staff saw strong improvement in attendance in one subgroup of students who were on the cusp of missing 10 percent of school days, but had not yet crossed the chronic absenteeism threshold. These are students who might miss a day or two every week or every other week but were relatively engaged at school. Jonathan Green, a New Visions school improvement coach who is spearheading this effort, calls them “butterflies.” “They would flutter in and out every week,” he said.\u003c/p>\n\u003cp>Green suggested that someone at school meet weekly with these butterflies and show them their attendance data, set goals for the coming week and explain how their attendance was leading to better grades. The intervention took two to five minutes. “There were marked changes in attendance,” said Green.\u003c/p>\n\u003cp>New Visions built a website where school administrators could print out two-page documents for each student so the data, including monthly attendance and tardiness, appeared in an easy-to-digest format. The quick meetings took place for eight to 10 weeks during the final grading period for the semester. “That’s when there’s the most opportunity to turn those potentially failing grades into passing grades,” said Green. “We were finding these sweet spots within the school calendar to do this very high resource, high-energy intensive weekly check-in. It’s not something that anyone can easily scale across a school.”\u003c/p>\n\u003cp>Staff had to figure out the bell schedule for each child and intercept them between classes. One succeeded in holding their entire caseload of students below the chronic absenteeism threshold. Not everyone thought it was a good idea: Some school administrators questioned why so much effort should go into students who weren’t yet chronically absent rather than students in greater trouble.\u003c/p>\n\u003cp>The dramatic results help answer that question. Among schools in the Bronx that volunteered to participate in the butterfly intervention, chronic absenteeism rates dropped 15 percentage points from 47 percent in 2021 to 32 percent in 2025, still high. But other Bronx high schools in the New Visions network that didn’t try this butterfly intervention still had a chronic absenteeism rate of 46 percent.\u003c/p>\n\u003cp>Green said this solution wouldn’t work for other high schoolers. Some have trouble organizing their study time, he said, and need more intensive help from teachers. “Two- to five-minute check-ins aren’t going to help them,” said Green.\u003c/p>\n\u003ch2>\u003cstrong>Indianapolis: Biscuits and gravy\u003c/strong>\u003c/h2>\n\u003cp>The leader of an Indiana charter school told me he used a system of rewards and punishments that reduced the chronic absenteeism rate among his kindergarten through eighth graders from 64 percent in 2021-22 to 10 percent in 2024-25.\u003c/p>\n\u003cp>Jordan Habayeb, the chief operating officer of Adelante Schools, said he used federal funds for the school breakfast and lunch program to create a \u003ca href=\"https://www.indystar.com/story/news/education/2023/12/29/patachou-for-school-lunch-heres-what-these-students-get-to-eat/71758197007/\">made-from-scratch restaurant-style cafeteria\u003c/a>. “Fun fact: On homemade biscuit and gravy days, we saw the lowest rates of tardies,” he said.\u003c/p>\n\u003cp>Researchers recommend avoiding punishment because it doesn’t bring students back to school. But Habayeb said he adheres strictly to state law that requires schools to report 10 absences to the state Department of Child Services and to file a report with the county prosecutor. Habayeb told me his school accounted for a fifth of truancy referrals to the county prosecutor.\u003c/p>\n\u003cp>The school created an automated warning system after five absences rather than waiting for the critical 10-day loss. And Habayeb said he dispatched the safety and attendance officer in a van to have “real conversations with families rather than being buried in paperwork.” Meanwhile, students who did show up received a constant stream of rewards, from locker decorations to T-shirts.\u003c/p>\n\u003cp>Parent education was also important. During mandatory family orientations, the school illustrated how regular attendance matters for even young children. “We shared what a child might miss during a three-day stretch in a unit on ‘Charlotte’s Web’ — showing how easily a student could leave with a completely different understanding of the book,” said Habayeb. “This helped shift perspectives and brought urgency to the issue.”\u003c/p>\n\u003ch2>\u003cstrong>Kansas City: Candy and notes\u003c/strong>\u003c/h2>\n\u003cp>School leaders in Kansas City, Kansas, shared some tips that have worked for them during a webinar earlier this month hosted by Attendance Works. One elementary school reduced its chronic absenteeism from 55 percent in 2021 to 38 percent in 2024 by assigning all 300 students to an adult in the building, encouraging them to build an “authentic” relationship. Teachers were given a list of ideas but were free to do what seemed natural. One teacher left candy and notes on their assigned students’ desks. A preschooler proudly pasted his note, which said he was a “genius,” on the front door of his house. “The smiles kids have on their faces are amazing,” said Zaneta Boles, the principal of Silver City Elementary School.\u003c/p>\n\u003cp>When students do miss school, Boles said educators try to take a “non-blaming approach” so that families are more likely to divulge what is going on. That helps the school refer them to other community agencies for assistance.\u003c/p>\n\u003ch2>\u003cstrong>Albuquerque: A shining example regroups \u003c/strong>\u003c/h2>\n\u003cp>Alamosa Elementary School in Albuquerque, New Mexico, was once a shining example of a school that persuaded more families to send their kids to class. Chronic absenteeism fell as low as 1 in 4 students in 2018, when \u003ca href=\"https://hechingerreport.org/students-cant-learn-dont-show-school/\">The Hechinger Report wrote about the school\u003c/a>.\u003c/p>\n\u003cp>But Alamosa has not been immune from the surge of absenteeism that has plagued schools around the nation. Chronic absenteeism spiked to 64 percent of students during the 2021-22 school year, when Covid variants were still circulating. And it remained shockingly high with 38 percent of students missing more than 10 percent of the 2024-25 school year — exactly matching the 50 percent increase in chronic absenteeism across the country since 2019.\u003c/p>\n\u003cp>“We were on a roll. Then life happened,” said Daphne Strader, Albuquerque Public Schools’ director of coordinated school health, who works to reduce absenteeism.\u003c/p>\n\u003cp>Strader said Alamosa and other Albuquerque schools have made some successful changes to how they’re tackling the problem. But the volume of absenteeism remains overwhelming. “There’s so many kids who have needs,” Starder said. “We need more staff on board.”\u003c/p>\n\u003cp>Strader said attendance interventions had been “too siloed” and they’re focusing more on the “whole child.” She’s encouraging schools to integrate attendance efforts with other initiatives to boost academic achievement and improve student behavior. “Students are hungry, they’re dysregulated, they don’t have grit,” said Strader, and all of these issues are contributing to absenteeism. But she also concedes that some students have more severe needs, and it’s unclear who in the system can address them.\u003c/p>\n\u003cp>Her biggest advice for schools is to focus on relationships. “Relationships drive everything,” said Strader. “One of the major consequences of the pandemic was the isolation. If I feel a sense of belonging, I’m more likely to come to school.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-tackle-absenteeism/\"> \u003cem>how schools are tackling absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\"> \u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Adding bus stops, serving biscuits and gravy, and catching butterflies are just some ways schools are getting students back to school, which has been a struggle since the pandemic. ",
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"title": "How Schools are Countering Absenteeism with Food, Rides and Individual Notes | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>(Note: This is the second piece in a two-part series on absenteeism in schools. Read the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">\u003cem>first part\u003c/em>\u003c/a>\u003cem>, on seven insights from researchers.)\u003c/em>\u003c/p>\n\u003cp>Chronic absenteeism, when students miss 10 percent or more of the school year, is 50 percent higher across the nation than before the pandemic. Researchers say it’s difficult for schools to address the problem because it is both so intense, with students missing huge chunks of the school year, and so extensive, affecting both rich and poor students and even high achievers. And the reasons vary widely, from asthma and bullying to transportation problems and the feeling that school is boring.\u003c/p>\n\u003cp>“It’s hard to know where and when to target resources,” said Sam Hollon, a data analyst at the American Enterprise Institute, which hosted a symposium on the problem in May. “Who do you help when every student potentially can be a candidate for help?”\u003c/p>\n\u003cp>The Trump administration’s \u003ca href=\"https://hechingerreport.org/they-crossed-the-border-for-better-schools-now-some-families-are-leaving-the-us/\">immigration enforcement\u003c/a> is exacerbating the problem. A \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/ai25-1202.pdf\">June draft paper\u003c/a> by Stanford University professor Thomas Dee calculated that recent raids coincided with a 22 percent increase in daily student absences with particularly large increases in absenteeism among the youngest students.\u003c/p>\n\u003cp>Talking about the problem isn’t enough. Researchers say they want to study more schools that are making headway. It remains unclear if there are broadly applicable fixes or if each school or even each student needs individual solutions. Some underlying root causes for skipping school are more complex than others, requiring psychotherapy or housing assistance, which schools can’t provide. Here are a few examples of how very different communities are tackling the problem.\u003c/p>\n\u003ch2>\u003cstrong>Providence: Bus stops and weekend food bags\u003c/strong>\u003c/h2>\n\u003cp>Principal W. Jackson Reilly of Nathanael Greene Middle School in Providence, Rhode Island, said that when he arrived in April 2023, half of his 900 students in grades six to eight were chronically absent, up from 30 percent of students before the pandemic. Thirty percent of his teachers were also chronically absent. Achievement scores were in the state’s bottom 1 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Reilly managed to slash his chronic absenteeism rate in half to 25 percent this past 2024-25 year. That’s still high. One in four students missed more than 18 days of school a year. But, it’s better.\u003c/p>\n\u003cp>He began by identifying 150 kids who were just over the threshold for chronic absenteeism, those who missed between 18 and 35 days, hoping that these kids would be easier to lure back to school than those who were more disengaged. Reilly and a group of administrators and guidance counselors each took 10 to 15 students and showed their families how much school they had missed and how low their grades were. His team asked, “What do you need in order for your kid to be coming to school?’”\u003c/p>\n\u003cp>The two most common replies: transportation and food.\u003c/p>\n\u003cp>Many students lived only a mile away, too close to school to qualify for bus service. Yet the walk deterred many, especially if it was raining or snowing. Yellow buses often passed these children’s homes as they were transporting children who lived farther out, and Reilly convinced the district to add stops for these chronically absent children.\u003c/p>\n\u003cp>Ninety percent of his students come from families who are poor enough to qualify for the federal free or reduced-price lunch program and 80 percent are Hispanic. Although many children were fed breakfast and lunch at school, their families admitted that their kids would get so hungry over the weekend that they didn’t want to wake up and come to school on Mondays. Reilly partnered with a food pantry and sent bags of meat and pasta home with students on Fridays.\u003c/p>\n\u003cp>Individual attention also helped. At the start of each school day, Reilly and his team check in with their assigned students. Kids who show up get five “green bucks” to spend on snacks and prizes. Administrators call the homes of those who didn’t come to school. “If they did not answer the phone, we’d make a home visit,” said Reilly.\u003c/p>\n\u003cp>The most dramatic overhaul was scheduling. Reilly scrapped individual schedules for students and assigned four teachers to every 104 students. The kids now move in pods of 26 that take all their classes together, rotating through the same four teachers throughout the day. The classrooms are right near each other, creating a smaller community within the school.\u003c/p>\n\u003cp>“It’s all about relationship building,” said Reilly. When students look forward to seeing their classmates and teachers, he said, they’re more motivated to come to school.\u003c/p>\n\u003cp>Researchers say fostering relationships is effective. Hedy Chang, executive director of Attendance Works, a nonprofit organization that advises schools on how to boost attendance rates, said it’s still a battle to persuade school leaders (and school board members) that making school a more welcoming place is more productive than punishing kids and families for skipping school.\u003c/p>\n\u003cp>Reilly said his school now posts the lowest student and teacher chronic absenteeism rates in Providence. And he said his school is the highest performing middle school in the city and among the highest statewide in reading.\u003c/p>\n\u003ch2>\u003cstrong>New York City: Catching the butterflies\u003c/strong>\u003c/h2>\n\u003cp>A cluster of New York City high schools are taking a more data-driven approach, guided by New Visions, a consulting organization that supports 71 city high schools.\u003c/p>\n\u003cp>After some experimentation, New Visions staff saw strong improvement in attendance in one subgroup of students who were on the cusp of missing 10 percent of school days, but had not yet crossed the chronic absenteeism threshold. These are students who might miss a day or two every week or every other week but were relatively engaged at school. Jonathan Green, a New Visions school improvement coach who is spearheading this effort, calls them “butterflies.” “They would flutter in and out every week,” he said.\u003c/p>\n\u003cp>Green suggested that someone at school meet weekly with these butterflies and show them their attendance data, set goals for the coming week and explain how their attendance was leading to better grades. The intervention took two to five minutes. “There were marked changes in attendance,” said Green.\u003c/p>\n\u003cp>New Visions built a website where school administrators could print out two-page documents for each student so the data, including monthly attendance and tardiness, appeared in an easy-to-digest format. The quick meetings took place for eight to 10 weeks during the final grading period for the semester. “That’s when there’s the most opportunity to turn those potentially failing grades into passing grades,” said Green. “We were finding these sweet spots within the school calendar to do this very high resource, high-energy intensive weekly check-in. It’s not something that anyone can easily scale across a school.”\u003c/p>\n\u003cp>Staff had to figure out the bell schedule for each child and intercept them between classes. One succeeded in holding their entire caseload of students below the chronic absenteeism threshold. Not everyone thought it was a good idea: Some school administrators questioned why so much effort should go into students who weren’t yet chronically absent rather than students in greater trouble.\u003c/p>\n\u003cp>The dramatic results help answer that question. Among schools in the Bronx that volunteered to participate in the butterfly intervention, chronic absenteeism rates dropped 15 percentage points from 47 percent in 2021 to 32 percent in 2025, still high. But other Bronx high schools in the New Visions network that didn’t try this butterfly intervention still had a chronic absenteeism rate of 46 percent.\u003c/p>\n\u003cp>Green said this solution wouldn’t work for other high schoolers. Some have trouble organizing their study time, he said, and need more intensive help from teachers. “Two- to five-minute check-ins aren’t going to help them,” said Green.\u003c/p>\n\u003ch2>\u003cstrong>Indianapolis: Biscuits and gravy\u003c/strong>\u003c/h2>\n\u003cp>The leader of an Indiana charter school told me he used a system of rewards and punishments that reduced the chronic absenteeism rate among his kindergarten through eighth graders from 64 percent in 2021-22 to 10 percent in 2024-25.\u003c/p>\n\u003cp>Jordan Habayeb, the chief operating officer of Adelante Schools, said he used federal funds for the school breakfast and lunch program to create a \u003ca href=\"https://www.indystar.com/story/news/education/2023/12/29/patachou-for-school-lunch-heres-what-these-students-get-to-eat/71758197007/\">made-from-scratch restaurant-style cafeteria\u003c/a>. “Fun fact: On homemade biscuit and gravy days, we saw the lowest rates of tardies,” he said.\u003c/p>\n\u003cp>Researchers recommend avoiding punishment because it doesn’t bring students back to school. But Habayeb said he adheres strictly to state law that requires schools to report 10 absences to the state Department of Child Services and to file a report with the county prosecutor. Habayeb told me his school accounted for a fifth of truancy referrals to the county prosecutor.\u003c/p>\n\u003cp>The school created an automated warning system after five absences rather than waiting for the critical 10-day loss. And Habayeb said he dispatched the safety and attendance officer in a van to have “real conversations with families rather than being buried in paperwork.” Meanwhile, students who did show up received a constant stream of rewards, from locker decorations to T-shirts.\u003c/p>\n\u003cp>Parent education was also important. During mandatory family orientations, the school illustrated how regular attendance matters for even young children. “We shared what a child might miss during a three-day stretch in a unit on ‘Charlotte’s Web’ — showing how easily a student could leave with a completely different understanding of the book,” said Habayeb. “This helped shift perspectives and brought urgency to the issue.”\u003c/p>\n\u003ch2>\u003cstrong>Kansas City: Candy and notes\u003c/strong>\u003c/h2>\n\u003cp>School leaders in Kansas City, Kansas, shared some tips that have worked for them during a webinar earlier this month hosted by Attendance Works. One elementary school reduced its chronic absenteeism from 55 percent in 2021 to 38 percent in 2024 by assigning all 300 students to an adult in the building, encouraging them to build an “authentic” relationship. Teachers were given a list of ideas but were free to do what seemed natural. One teacher left candy and notes on their assigned students’ desks. A preschooler proudly pasted his note, which said he was a “genius,” on the front door of his house. “The smiles kids have on their faces are amazing,” said Zaneta Boles, the principal of Silver City Elementary School.\u003c/p>\n\u003cp>When students do miss school, Boles said educators try to take a “non-blaming approach” so that families are more likely to divulge what is going on. That helps the school refer them to other community agencies for assistance.\u003c/p>\n\u003ch2>\u003cstrong>Albuquerque: A shining example regroups \u003c/strong>\u003c/h2>\n\u003cp>Alamosa Elementary School in Albuquerque, New Mexico, was once a shining example of a school that persuaded more families to send their kids to class. Chronic absenteeism fell as low as 1 in 4 students in 2018, when \u003ca href=\"https://hechingerreport.org/students-cant-learn-dont-show-school/\">The Hechinger Report wrote about the school\u003c/a>.\u003c/p>\n\u003cp>But Alamosa has not been immune from the surge of absenteeism that has plagued schools around the nation. Chronic absenteeism spiked to 64 percent of students during the 2021-22 school year, when Covid variants were still circulating. And it remained shockingly high with 38 percent of students missing more than 10 percent of the 2024-25 school year — exactly matching the 50 percent increase in chronic absenteeism across the country since 2019.\u003c/p>\n\u003cp>“We were on a roll. Then life happened,” said Daphne Strader, Albuquerque Public Schools’ director of coordinated school health, who works to reduce absenteeism.\u003c/p>\n\u003cp>Strader said Alamosa and other Albuquerque schools have made some successful changes to how they’re tackling the problem. But the volume of absenteeism remains overwhelming. “There’s so many kids who have needs,” Starder said. “We need more staff on board.”\u003c/p>\n\u003cp>Strader said attendance interventions had been “too siloed” and they’re focusing more on the “whole child.” She’s encouraging schools to integrate attendance efforts with other initiatives to boost academic achievement and improve student behavior. “Students are hungry, they’re dysregulated, they don’t have grit,” said Strader, and all of these issues are contributing to absenteeism. But she also concedes that some students have more severe needs, and it’s unclear who in the system can address them.\u003c/p>\n\u003cp>Her biggest advice for schools is to focus on relationships. “Relationships drive everything,” said Strader. “One of the major consequences of the pandemic was the isolation. If I feel a sense of belonging, I’m more likely to come to school.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-tackle-absenteeism/\"> \u003cem>how schools are tackling absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\"> \u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It can be tough to maintain our relationships with old friends.\u003c/p>\n\u003cp>We move cross-country. We have kids. Or maybe one person is better at staying in touch than the other.\u003c/p>\n\u003cp>Despite the challenges, Nina Badzin, host of the podcast \u003ca href=\"https://ninabadzin.com/podcasts/\" target=\"_blank\" rel=\"noopener\">\u003cem>Dear Nina: Conversations About Friendship\u003c/em>\u003c/a>, argues we should fight to keep old friends.\u003c/p>\n\u003cp>“It’s important to have friends who have known you through different stages. It’s a good life skill for happiness,” says Badzin, who has hosted nearly 150 episodes on adult friendships, on topics ranging from defining close friends to dealing with rejection.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>The key is to focus less on them and more on you. “Don’t keep score,” she says. “And learn to develop a benefit of the doubt. Assume the best of your friends.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Badzin talked to Life Kit about how to cultivate a mindset that can help you nurture old friendships — and the art of staying in touch.\u003c/p>\n\u003ch2>\u003cstrong>How would you define an old friend?\u003c/strong>\u003c/h2>\n\u003cp>I think a lot of us [define old friends as the ones we made in] childhood, or somebody we were friends with in college who we’re still friends with now.\u003c/p>\n\u003cp>Having been in the trenches together also makes us feel like old friends. It could be a job where you together had a difficult boss, and you’re still friends 10 years later.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F01%2F74%2Fb24930184b528eb4353c334b2d14%2Flk-bista-old-friends-14.jpg\" alt=\"'It's important to have friends who have known you through different stages,' says Nina Badzin, host of the podcast Dear Nina: Conversations About Friendship. 'It's a good life skill for happiness to be able to maintain friendships.'\">\u003cfigcaption>“It’s important to have friends who have known you through different stages,” says Nina Badzin, host of the podcast \u003cem>Dear Nina: Conversations About Friendship\u003c/em>. “It’s a good life skill for happiness to be able to maintain friendships.” \u003ccite> (Photo illustration by Tsering Bista/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>Why do some friendships survive for decades and others fade away?\u003c/strong>\u003c/h2>\n\u003cp>The thing that gets in the way of old friendships is a perceived lack of equality and effort. It’s hard not to expect other people to do friendship exactly the way we do or the way it was always done.\u003c/p>\n\u003ch2>\u003cstrong>Is there value in telling a friend, “I would really like to be loved or cared for this way.” \u003c/strong>\u003c/h2>\n\u003cp>Yes, absolutely. For example, you could say, “I love the time we spend together and I don’t mind that I make a lot of the plans, because it’s important to me to see my friends. But I would like to know if you really want these invitations.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>That said, I don’t think you should bring up every friend’s aggravation. It goes back to assuming the best and knowing that people do friendship differently.\u003c/p>\n\u003ch2>\u003cstrong>Let’s talk more about assuming the best intentions.\u003c/strong>\u003c/h2>\n\u003cp>There is a quote I love by a former guest of mine, Ruchi Koval, a relationship coach. She said there are people who never disappoint us, and those people are called acquaintances.\u003c/p>\n\u003cp>An old friend especially is going to have disappointed us at some time, and we will have disappointed that person. So any long-standing friendship needs to have forgiveness in it. And forgiveness requires humility to assume the best.\u003c/p>\n\u003ch2>\u003cstrong>What does it mean if someone doesn’t have any old friends?\u003c/strong>\u003c/h2>\n\u003cp>If you haven’t been able to maintain friendships, it’s probably a sign that something is off in your mindset about friendships. Maybe you have unreasonable expectations.\u003c/p>\n\u003cp>I don’t say this to make people feel terrible. I say it with optimism. This is something you can change. You can have friends in your life now who you make an effort with so that 10 years from now you can consider that person an old friend.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003ch2>\u003cstrong>If you only see or talk to an old, out-of-town friend once a year or once every five years, are you still friends? \u003c/strong>\u003c/h2>\n\u003cp>Yes, but I would not let five or 10 years go by [without talking to them] if you can help it.\u003c/p>\n\u003cp>Being an adult means making time for your friends because it is important. If all you can manage right now is a FaceTime with your long-distance friends, I would do that.\u003c/p>\n\u003ch2>\u003cstrong>Sometimes those can feel like work. \u003c/strong>\u003c/h2>\n\u003cp>It is a lot like exercise. Very few people regret having gone on a walk. Yes, we would love to just sit and watch TV, but once you’ve gone on that walk, most people come back and they’re like, “OK, I’m glad I did that.” A phone call with a friend is a lot like that.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F52%2F90%2F13ef1e5c4c518f2e87a2a135f1d7%2Flk-bista-old-friends-20.jpg\" alt=\"'Being an adult means making time for your friends because it is important,' says Badzin. 'If all you can manage right now is a FaceTime with your long-distance friends, I would do that.'\">\u003cfigcaption>“Being an adult means making time for your friends because it is important,” says Badzin. “If all you can manage right now is a FaceTime with your long-distance friends, I would do that.” \u003ccite> (Photo illustration by Tsering Bista/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>How important is in-person connection to old friendships?\u003c/strong>\u003c/h2>\n\u003cp>If you’ve been talking on the phone and texting with an old long-distance friend for a decade, you would want to get on a plane at some point and see that person.\u003c/p>\n\u003cp>If we’re talking about in-town friends, it’s important to get together in person. I love getting together with people in someone’s house much more than a restaurant. It’s so loud. You can only talk to the person right next to you. And after 20 or 30 minutes, you’re caught up and you kind of see your friend on the other side of the table and wonder what she’s up to.\u003c/p>\n\u003cp>If you’re at someone’s house, you can move around. It’s more natural to talk to one person — then after a little bit, talk to another person. People love being invited over.\u003c/p>\n\u003ch2>\u003cstrong>How can we give our friends the grace and the space to change?\u003c/strong>\u003c/h2>\n\u003cp>Most of us want to be able to develop and change our mind about things. There’s not a lot of hope in the world if we have to keep the same opinions and interests we had from the time when we were in our 20s or 30s.\u003c/p>\n\u003cp>Give your friends space to try different ways of living. Nobody likes to [be around] someone who says, for example, “I thought you said you would never be one of those people who does CrossFit.”\u003c/p>\n\u003cp>It is one of the biggest gifts you can give to a friend. If we could give others as much space as we give ourselves, it would go a long way.\u003c/p>\n\u003ch2>\u003cstrong>It sounds like it’s important to fight for your friendships.\u003c/strong>\u003c/h2>\n\u003cp>All you can do is control how much effort you put in and then assume the best of the people who are important to you.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Badzin talked to Life Kit about how to cultivate a mindset that can help you nurture old friendships — and the art of staying in touch.\u003c/p>\n\u003ch2>\u003cstrong>How would you define an old friend?\u003c/strong>\u003c/h2>\n\u003cp>I think a lot of us [define old friends as the ones we made in] childhood, or somebody we were friends with in college who we’re still friends with now.\u003c/p>\n\u003cp>Having been in the trenches together also makes us feel like old friends. It could be a job where you together had a difficult boss, and you’re still friends 10 years later.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F01%2F74%2Fb24930184b528eb4353c334b2d14%2Flk-bista-old-friends-14.jpg\" alt=\"'It's important to have friends who have known you through different stages,' says Nina Badzin, host of the podcast Dear Nina: Conversations About Friendship. 'It's a good life skill for happiness to be able to maintain friendships.'\">\u003cfigcaption>“It’s important to have friends who have known you through different stages,” says Nina Badzin, host of the podcast \u003cem>Dear Nina: Conversations About Friendship\u003c/em>. “It’s a good life skill for happiness to be able to maintain friendships.” \u003ccite> (Photo illustration by Tsering Bista/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>Why do some friendships survive for decades and others fade away?\u003c/strong>\u003c/h2>\n\u003cp>The thing that gets in the way of old friendships is a perceived lack of equality and effort. It’s hard not to expect other people to do friendship exactly the way we do or the way it was always done.\u003c/p>\n\u003ch2>\u003cstrong>Is there value in telling a friend, “I would really like to be loved or cared for this way.” \u003c/strong>\u003c/h2>\n\u003cp>Yes, absolutely. For example, you could say, “I love the time we spend together and I don’t mind that I make a lot of the plans, because it’s important to me to see my friends. But I would like to know if you really want these invitations.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>That said, I don’t think you should bring up every friend’s aggravation. It goes back to assuming the best and knowing that people do friendship differently.\u003c/p>\n\u003ch2>\u003cstrong>Let’s talk more about assuming the best intentions.\u003c/strong>\u003c/h2>\n\u003cp>There is a quote I love by a former guest of mine, Ruchi Koval, a relationship coach. She said there are people who never disappoint us, and those people are called acquaintances.\u003c/p>\n\u003cp>An old friend especially is going to have disappointed us at some time, and we will have disappointed that person. So any long-standing friendship needs to have forgiveness in it. And forgiveness requires humility to assume the best.\u003c/p>\n\u003ch2>\u003cstrong>What does it mean if someone doesn’t have any old friends?\u003c/strong>\u003c/h2>\n\u003cp>If you haven’t been able to maintain friendships, it’s probably a sign that something is off in your mindset about friendships. Maybe you have unreasonable expectations.\u003c/p>\n\u003cp>I don’t say this to make people feel terrible. I say it with optimism. This is something you can change. You can have friends in your life now who you make an effort with so that 10 years from now you can consider that person an old friend.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003ch2>\u003cstrong>If you only see or talk to an old, out-of-town friend once a year or once every five years, are you still friends? \u003c/strong>\u003c/h2>\n\u003cp>Yes, but I would not let five or 10 years go by [without talking to them] if you can help it.\u003c/p>\n\u003cp>Being an adult means making time for your friends because it is important. If all you can manage right now is a FaceTime with your long-distance friends, I would do that.\u003c/p>\n\u003ch2>\u003cstrong>Sometimes those can feel like work. \u003c/strong>\u003c/h2>\n\u003cp>It is a lot like exercise. Very few people regret having gone on a walk. Yes, we would love to just sit and watch TV, but once you’ve gone on that walk, most people come back and they’re like, “OK, I’m glad I did that.” A phone call with a friend is a lot like that.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F52%2F90%2F13ef1e5c4c518f2e87a2a135f1d7%2Flk-bista-old-friends-20.jpg\" alt=\"'Being an adult means making time for your friends because it is important,' says Badzin. 'If all you can manage right now is a FaceTime with your long-distance friends, I would do that.'\">\u003cfigcaption>“Being an adult means making time for your friends because it is important,” says Badzin. “If all you can manage right now is a FaceTime with your long-distance friends, I would do that.” \u003ccite> (Photo illustration by Tsering Bista/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>How important is in-person connection to old friendships?\u003c/strong>\u003c/h2>\n\u003cp>If you’ve been talking on the phone and texting with an old long-distance friend for a decade, you would want to get on a plane at some point and see that person.\u003c/p>\n\u003cp>If we’re talking about in-town friends, it’s important to get together in person. I love getting together with people in someone’s house much more than a restaurant. It’s so loud. You can only talk to the person right next to you. And after 20 or 30 minutes, you’re caught up and you kind of see your friend on the other side of the table and wonder what she’s up to.\u003c/p>\n\u003cp>If you’re at someone’s house, you can move around. It’s more natural to talk to one person — then after a little bit, talk to another person. People love being invited over.\u003c/p>\n\u003ch2>\u003cstrong>How can we give our friends the grace and the space to change?\u003c/strong>\u003c/h2>\n\u003cp>Most of us want to be able to develop and change our mind about things. There’s not a lot of hope in the world if we have to keep the same opinions and interests we had from the time when we were in our 20s or 30s.\u003c/p>\n\u003cp>Give your friends space to try different ways of living. Nobody likes to [be around] someone who says, for example, “I thought you said you would never be one of those people who does CrossFit.”\u003c/p>\n\u003cp>It is one of the biggest gifts you can give to a friend. If we could give others as much space as we give ourselves, it would go a long way.\u003c/p>\n\u003ch2>\u003cstrong>It sounds like it’s important to fight for your friendships.\u003c/strong>\u003c/h2>\n\u003cp>All you can do is control how much effort you put in and then assume the best of the people who are important to you.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=okwl3ZoTKUk\u003c/p>\n\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think educators who work towards identifying those concrete practices and then figuring out how … we fit them in based on the time we interface with students are going to see the [positive] outcomes,” said Cook.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/okwl3ZoTKUk'\n title='//www.youtube.com/embed/okwl3ZoTKUk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. 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"slug": "how-to-strengthen-school-family-partnerships-with-proven-strategies",
"title": "How to Strengthen School-Family Partnerships With Proven Strategies",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“How many of you have been teachers?” \u003c/span>\u003ca href=\"https://pll.harvard.edu/instructor/karen-l-mapp\">\u003cspan style=\"font-weight: 400\">Karen Mapp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked an audience at the \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3\">\u003cspan style=\"font-weight: 400\">2024 National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly every hand went into the air. But then came her next question: “How many of you in your pre-service training to be a teacher or an educator had a full course on family engagement?” Only one hand went up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators do not have models for what good family engagement looks like, said Mapp, director of the Education Policy and Management master’s program at Harvard Graduate School of Education. She defines family engagement as a \u003c/span>\u003ca href=\"https://portal.ct.gov/-/media/sde/publications/fe_definition_and_guiding_principles_handout.pdf\">\u003cspan style=\"font-weight: 400\">full and equal partnership between schools, communities and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Research shows that family engagement \u003c/span>\u003ca href=\"https://education.jhu.edu/news/study-shows-home-visits-improved-school-attendance/\">\u003cspan style=\"font-weight: 400\">benefits not only students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but also \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/case-strong-family-and-community-engagement-schools\">\u003cspan style=\"font-weight: 400\">teachers and families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “When we engage with each other, our deficit-based mindsets about each other disappear,” Mapp said. Most schools think that they are engaging families when they are just involving them, but Mapp said that involvement only requires one-way communication. “Your families are your students’ first teachers. We need to treat them with that respect,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mapp developed the \u003c/span>\u003ca href=\"http://www.dualcapacity.org\">\u003cspan style=\"font-weight: 400\">Dual Capacity-Building Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which outlines how to support family engagement strategies, policies and programs, including building trust, being culturally responsive and fostering collaboration. At the community schools conference, \u003c/span>\u003ca href=\"https://www.rvaschools.net/leadership/leadership-team\">\u003cspan style=\"font-weight: 400\">Shadae Harris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Chief Engagement Officer at Richmond Public Schools, shared how she successfully used this framework \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">\u003cspan style=\"font-weight: 400\">to improve family engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around student attendance. After the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> rates in Richmond averaged nearly \u003c/span>\u003ca href=\"https://www.12onyourside.com/2023/11/22/rps-seeing-increased-attendance-engagement-among-students-this-year/\">\u003cspan style=\"font-weight: 400\">40% – an all time high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using the Dual Capacity-Building Framework for guidance, Harris prioritized learning more about the district’s local history, building relationships with families based on mutual trust, and tracking metrics, such as home visits and phone calls. Harris said that when she moved from viewing “engagement as an add-on to something that was deeply rooted in teaching and learning” it led to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class\">\u003cspan style=\"font-weight: 400\">better attendance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at most Richmond Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">The basic elements of this framework can be a roadmap for schools to improve family engagement and achieve goals. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Honor history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Dual Capacity-Building Framework \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/the-challenge\">\u003cspan style=\"font-weight: 400\">identifies obstacles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that get in the way of authentic family engagement, including educators’ deficit mindsets and families’ negative past experiences with schools. Harris, originally from Boston, Massachusetts, saw these challenges playing out in her district. To address them, she spent time learning local history so she could better understand the community beyond its negative narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris learned about \u003c/span>\u003ca href=\"https://venturerichmond.com/live-downtown/historic-neighborhoods/jackson-ward/\">\u003cspan style=\"font-weight: 400\">Jackson Ward\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a thriving Black neighborhood known as the “Harlem of the South.” This community was home to \u003c/span>\u003ca href=\"https://www.womenshistory.org/education-resources/biographies/maggie-lena-walker\">\u003cspan style=\"font-weight: 400\">Maggie Walker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first Black female president to charter a bank. While Harris started with the “beauty and brilliance” of the people in Richmond, she also recognized the historical harms done to those communities. For example, a highway was built through Jackson Ward that broke up its thriving middle class Black community. She noted that the people affected are grandparents of the students currently in school and that it makes sense that families have lingering distrust in institutions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning local history isn’t about fixing past wrongs, Harris said. It’s about honoring history and acknowledging harm, which builds “community credibility” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">lays the groundwork for families to begin to trust schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"HARGSE4I2016-V000600\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GAeovqwgfZ8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>Prioritize relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practices that are \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/essential-conditions\">\u003cspan style=\"font-weight: 400\">culturally responsive, collaborative and built on mutual trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to strengthening family engagement, according to Mapp. Harris put this into practice by assigning family liaison staff members to become “experts” in the district’s neighborhoods. “Communities already have very intricate systems of communication,” Harris said, but schools aren’t always tapped into them. By leveraging existing community assets, Harris and her colleagues adopted a strength-based perspective in their engagement efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris hired family liaisons, she considered what structural barriers might prevent her from hiring people from the communities they would be serving. She found that the qualifications required for the roles, such as having a bachelor’s degree, were restrictive and deterred the candidates she wanted from applying. She revised the application so that it invited applicants to talk about their relationships and connections within the community. Additionally, she extended the position from an eight-month term to a year-round role. “The summer is pivotal, and I’m going to pay you for it,” Harris recalled saying. “You have to value the position.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the family liaisons in place and trust built in the community, families felt more comfortable sharing their challenges. Harris discovered that thousands of parents were living in motels. While the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2018/12/ehcy_profile.pdf\">Mckinney-Vento Act\u003c/a> is in place to support families experiencing homelessness, families living in motels were exempt from these services. Harris secured a grant to provide direct financial assistance to those parents. To date Harris and staff at Richmond Public Schools have helped to secure housing for 130 families. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quantify outreach and tell the story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Harris, measuring the district’s engagement was critical to track progress and make necessary adjustments. She designed an engagement dashboard to monitor key metrics, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\">\u003cspan style=\"font-weight: 400\">home visits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and successful phone calls. The dashboard also allowed staff to record important notes about who they reached and whether the phone call was productive or not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were able to see these causal connections,” Harris explained. For example, 52% of students at Fairfield Court Elementary School were chronically absent in the years following the pandemic. After home visits, that number went down to 9%. According to Harris, increased learning time from students actually showing up to school is a powerful result of strong family engagement. \u003c/span>\u003cspan style=\"font-weight: 400\">“Over the past two years, we’ve increased almost 90,000 academic hours,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond Public Schools’ story illustrates how the Dual Capacity-Building Framework helped one school district, but its application can and should vary according to community needs, according to Mapp. “You have to be intentional,” she said. “Family engagement is a strategy, not a goal.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“How many of you have been teachers?” \u003c/span>\u003ca href=\"https://pll.harvard.edu/instructor/karen-l-mapp\">\u003cspan style=\"font-weight: 400\">Karen Mapp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked an audience at the \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3\">\u003cspan style=\"font-weight: 400\">2024 National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly every hand went into the air. But then came her next question: “How many of you in your pre-service training to be a teacher or an educator had a full course on family engagement?” Only one hand went up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators do not have models for what good family engagement looks like, said Mapp, director of the Education Policy and Management master’s program at Harvard Graduate School of Education. She defines family engagement as a \u003c/span>\u003ca href=\"https://portal.ct.gov/-/media/sde/publications/fe_definition_and_guiding_principles_handout.pdf\">\u003cspan style=\"font-weight: 400\">full and equal partnership between schools, communities and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Research shows that family engagement \u003c/span>\u003ca href=\"https://education.jhu.edu/news/study-shows-home-visits-improved-school-attendance/\">\u003cspan style=\"font-weight: 400\">benefits not only students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but also \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/case-strong-family-and-community-engagement-schools\">\u003cspan style=\"font-weight: 400\">teachers and families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “When we engage with each other, our deficit-based mindsets about each other disappear,” Mapp said. Most schools think that they are engaging families when they are just involving them, but Mapp said that involvement only requires one-way communication. “Your families are your students’ first teachers. We need to treat them with that respect,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mapp developed the \u003c/span>\u003ca href=\"http://www.dualcapacity.org\">\u003cspan style=\"font-weight: 400\">Dual Capacity-Building Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which outlines how to support family engagement strategies, policies and programs, including building trust, being culturally responsive and fostering collaboration. At the community schools conference, \u003c/span>\u003ca href=\"https://www.rvaschools.net/leadership/leadership-team\">\u003cspan style=\"font-weight: 400\">Shadae Harris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Chief Engagement Officer at Richmond Public Schools, shared how she successfully used this framework \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">\u003cspan style=\"font-weight: 400\">to improve family engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around student attendance. After the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> rates in Richmond averaged nearly \u003c/span>\u003ca href=\"https://www.12onyourside.com/2023/11/22/rps-seeing-increased-attendance-engagement-among-students-this-year/\">\u003cspan style=\"font-weight: 400\">40% – an all time high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using the Dual Capacity-Building Framework for guidance, Harris prioritized learning more about the district’s local history, building relationships with families based on mutual trust, and tracking metrics, such as home visits and phone calls. Harris said that when she moved from viewing “engagement as an add-on to something that was deeply rooted in teaching and learning” it led to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class\">\u003cspan style=\"font-weight: 400\">better attendance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at most Richmond Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">The basic elements of this framework can be a roadmap for schools to improve family engagement and achieve goals. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Honor history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Dual Capacity-Building Framework \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/the-challenge\">\u003cspan style=\"font-weight: 400\">identifies obstacles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that get in the way of authentic family engagement, including educators’ deficit mindsets and families’ negative past experiences with schools. Harris, originally from Boston, Massachusetts, saw these challenges playing out in her district. To address them, she spent time learning local history so she could better understand the community beyond its negative narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris learned about \u003c/span>\u003ca href=\"https://venturerichmond.com/live-downtown/historic-neighborhoods/jackson-ward/\">\u003cspan style=\"font-weight: 400\">Jackson Ward\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a thriving Black neighborhood known as the “Harlem of the South.” This community was home to \u003c/span>\u003ca href=\"https://www.womenshistory.org/education-resources/biographies/maggie-lena-walker\">\u003cspan style=\"font-weight: 400\">Maggie Walker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first Black female president to charter a bank. While Harris started with the “beauty and brilliance” of the people in Richmond, she also recognized the historical harms done to those communities. For example, a highway was built through Jackson Ward that broke up its thriving middle class Black community. She noted that the people affected are grandparents of the students currently in school and that it makes sense that families have lingering distrust in institutions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning local history isn’t about fixing past wrongs, Harris said. It’s about honoring history and acknowledging harm, which builds “community credibility” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">lays the groundwork for families to begin to trust schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"HARGSE4I2016-V000600\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GAeovqwgfZ8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>Prioritize relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practices that are \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/essential-conditions\">\u003cspan style=\"font-weight: 400\">culturally responsive, collaborative and built on mutual trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to strengthening family engagement, according to Mapp. Harris put this into practice by assigning family liaison staff members to become “experts” in the district’s neighborhoods. “Communities already have very intricate systems of communication,” Harris said, but schools aren’t always tapped into them. By leveraging existing community assets, Harris and her colleagues adopted a strength-based perspective in their engagement efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris hired family liaisons, she considered what structural barriers might prevent her from hiring people from the communities they would be serving. She found that the qualifications required for the roles, such as having a bachelor’s degree, were restrictive and deterred the candidates she wanted from applying. She revised the application so that it invited applicants to talk about their relationships and connections within the community. Additionally, she extended the position from an eight-month term to a year-round role. “The summer is pivotal, and I’m going to pay you for it,” Harris recalled saying. “You have to value the position.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the family liaisons in place and trust built in the community, families felt more comfortable sharing their challenges. Harris discovered that thousands of parents were living in motels. While the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2018/12/ehcy_profile.pdf\">Mckinney-Vento Act\u003c/a> is in place to support families experiencing homelessness, families living in motels were exempt from these services. Harris secured a grant to provide direct financial assistance to those parents. To date Harris and staff at Richmond Public Schools have helped to secure housing for 130 families. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quantify outreach and tell the story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Harris, measuring the district’s engagement was critical to track progress and make necessary adjustments. She designed an engagement dashboard to monitor key metrics, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\">\u003cspan style=\"font-weight: 400\">home visits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and successful phone calls. The dashboard also allowed staff to record important notes about who they reached and whether the phone call was productive or not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were able to see these causal connections,” Harris explained. For example, 52% of students at Fairfield Court Elementary School were chronically absent in the years following the pandemic. After home visits, that number went down to 9%. According to Harris, increased learning time from students actually showing up to school is a powerful result of strong family engagement. \u003c/span>\u003cspan style=\"font-weight: 400\">“Over the past two years, we’ve increased almost 90,000 academic hours,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond Public Schools’ story illustrates how the Dual Capacity-Building Framework helped one school district, but its application can and should vary according to community needs, according to Mapp. “You have to be intentional,” she said. “Family engagement is a strategy, not a goal.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-to-build-mutually-respectful-relationships-with-students-from-day-1",
"title": "How to Build Mutually Respectful Relationships With Students From Day 1",
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"content": "\u003cp>\u003cem>Excerpted from \u003c/em>\u003ca href=\"https://us.corwin.com/books/creating-dynamic-classroom-279006\">Real Talk About Classroom Management: 57 Best Practices That Work and Show You Believe in Your Students, Second Edition\u003c/a>\u003cem> (Revised and Updated Edition) by Serena Pariser. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Does Amazon sell respect? It seems like some teachers have it from their students and some do not. How do those successful teachers do it? Let me start by saying if the students respect and like you as a person, your job will be a lot easier. Unlike a boss who doesn’t like an employee, you can’t fire a student. You can spend your entire year trying to fix a fractured relationship that is broken due to lack of respect. Here are some guidelines to help \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">earn the respect of your students\u003c/a> (not an easy task):\u003c/p>\n\u003cp>First: You are part of the class. It’s not you versus the class.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63863 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e.jpg\" alt=\"\" width=\"205\" height=\"293\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e.jpg 630w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e-160x229.jpg 160w\" sizes=\"(max-width: 205px) 100vw, 205px\">Is your goal to get the kids to listen to you or to help \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">each of them succeed\u003c/a>? Think hard about this. Do you have the same goals in mind? Now, you may be thinking, “Yes, but how do I help them succeed if they don’t even listen when I am talking?” You’re not the only one who’s been on the \u003ca href=\"https://www.kqed.org/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class\">verge of tears\u003c/a>. I soon learned that when there is a battle in the classroom (you versus them), they can and will overpower you. They outnumber you. Scary thought, right? The secret is that you can’t let them know that. That’s the difference between an unsuccessful teacher and a successful one. Successful teachers know this and work with their students. Unsuccessful teachers seem to fall into the trap of testing their power, using a loud voice to try to overpower. Power struggles rarely work in the long run. It leads to intimidation, which isn’t an ideal learning environment. Yes, I’ve been overpowered. I’ve had students walk out of my classroom, curse in my face and laugh when I discipline them. It’s not a pleasant situation when a student or whole class shows disrespect. It’s also hard to earn respect back once it’s lost. However, once the students trust — yes, trust — that you have their interests in mind, they will let their guard down and get ready for the educational journey. They will want you to lead them. They will ask you what they are going to learn today.\u003c/p>\n\u003cp>They will give up the fight because they realize you are both on the same side. How do you do this? You don’t tell them, you show them that you have their interests in mind by using the following tips.\u003c/p>\n\u003ch2>\u003cstrong>Focus on your goal.\u003c/strong>\u003c/h2>\n\u003cp>Know that whatever you focus on is what will thrive in the classroom. If you focus on negative behaviors, that is what will thrive. If you focus on classroom rules, students will learn those rules, but when will they learn content? My advice is to always have your lesson prepared. Focus on the learning. Show students that learning is always the first priority. That is your job. If you want them to take seriously their job as a student, do your job by being prepared to teach. If you focus on your lesson plan, you will feel confident and the rest will follow suit.\u003c/p>\n\u003ch2>\u003cstrong>Let students know you believe in their success.\u003c/strong>\u003c/h2>\n\u003cp>Tell your students that you believe in their success. Do you think they will rise to the occasion if you challenge them? Here’s a secret: If you believe in them and tell them so, they will believe in themselves. If you don’t believe that your students will succeed, they won’t believe either. For example, say\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Nathan, I really want you to do well today. How can I help you with that?” instead of, “Nathan, you have an F in my class, don’t you want to get a good grade? Why can’t you behave?”\u003c/p>\n\u003cp>Both statements show Nathan that he is accountable for his behavior. The first statement, however, shows him you believe in his success and it is his choice how he behaves. You are rooting for him, yet he has agency. The second statement puts a student on the defensive, which rarely works. Be smart with your words and\u003ca href=\"https://www.kqed.org/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships\"> work on the relationship\u003c/a>. The way you communicate makes a big difference in how your words are received by the students.\u003c/p>\n\u003ch2>\u003cstrong>Be the teacher you are.\u003c/strong>\u003c/h2>\n\u003cp>This seems like a simple statement, but I have always found it profound. Be your best self inside your classroom. What excites you that you can use in the classroom to accelerate learning? Use your personality strengths in your teaching. Do you love acting? Then use it in your teaching. Are you a great artist but feel insecure teaching math? Draw out some math problems! Do you love playing the piano? Why don’t you play to the students as they are working? Your strengths are one of the biggest assets to your classroom. I love being silly and playful in life, but for many years I tried to run a very serious classroom because I was afraid of doing anything different as a new teacher. Once I brought my silly side to the learning, my students’ test scores jumped, the students were happier, and I was a happier teacher. We know there are still serious times in the classroom, but we also know when we can laugh together. Weave your personality into the lesson. If you are a golf-loving science teacher, why not bring in your nine irons on the day you teach force? If you do this, you are much more likely to be a better and “real”—as the students like to say—teacher.\u003c/p>\n\u003ch2>\u003cstrong>Work on your weaknesses.\u003c/strong>\u003c/h2>\n\u003cp>In addition to using your strengths to become a “real” person in the students’ eyes, you have to be willing to work on your weaknesses if that is what the students need. Let them know you learned how to do this specifically for them. You are a student as well. Think of yourself as a caretaker. This is the work you have to do outside of school hours (or during your prep if you’re super efficient). This is what your students need. Say two inexperienced teachers are discussing groupwork. One teacher says, “Groupwork is just not my thing. It’s easier to just have them work independently.” The second teacher says, “I know groupwork is better for the students but I also know this is my weak spot. I’m going to learn how to do it.” Which teacher do you think the students will respect more and will have more prepared, engaging lessons?\u003c/p>\n\u003ch2>\u003cstrong>Use discipline sparingly.\u003c/strong>\u003c/h2>\n\u003cp>If you discipline, \u003ca href=\"https://www.kqed.org/mindshift/61570/how-do-children-learn-right-from-wrong\">do so for a specific purpose and tell students why.\u003c/a> They will respect your authority and admire that you rarely have to use your power. Anger or disappointment can be effective only if used very rarely. Anger used often is completely ineffective. Discipline once, within the first two months of school, and only after you have taught \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">the structures of your classroom\u003c/a>. This establishes boundaries. Students need you to be stern when they cross your boundaries. For example, you could address your class with, “Do you remember the \u003ca href=\"https://www.kqed.org/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community\">classroom agreements\u003c/a> we discussed? Do we need something added to address side conversations? I want to make sure we’re on the same page. If there’s a misunderstanding, I can certainly address that. I know you’re not trying to be malicious, but you are in fact breaking an agreement.” Learn to pick and choose your battles. I always asked myself, Is this affecting the learning of the whole class? If the answer is yes, it is your job to correct the behavior. If the answer is no, do not stop the classroom for just one student. It’s not fair to the other students, unless you are using it as a teachable moment.\u003c/p>\n\u003cp>According to \u003ca href=\"https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management\">one metastudy\u003c/a>, teachers who have strong relationships with their students have 31 percent fewer behavioral issues in their classrooms. This statistic has a huge impact on the amount of learning that goes on in the classroom and the amount of quality teaching that happens, as well as on your general well-being. Building a mutually respectful relationship with a student starts the minute they know you know their name and you use it often when speaking with them. Strong relationships with students don’t happen by chance. They happen through the way we decide, consciously or unconsciously, to interact with students from Day 1.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63862\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-160x209.jpg\" alt=\"\" width=\"160\" height=\"209\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-160x209.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-800x1044.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-768x1002.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser.jpg 900w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://x.com/SerenaPariser\">Serena Pariser\u003c/a> is the best-selling author of several professional books for educators. She taught English language arts for many years, primarily in San Diego, California, and in Philadelphia, Pennsylvania. Pariser has experience working with most grades and was honored as Teacher of the Year at Gompers Preparatory Academy in San Diego. She served as assistant director of field experience at the University of San Diego, where she taught graduate and undergraduate classes for teachers in training. In addition, Pariser was selected to be a national evaluator for Schools of Character.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003c/em>\u003ca href=\"https://us.corwin.com/books/creating-dynamic-classroom-279006\">Real Talk About Classroom Management: 57 Best Practices That Work and Show You Believe in Your Students, Second Edition\u003c/a>\u003cem> (Revised and Updated Edition) by Serena Pariser. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Does Amazon sell respect? It seems like some teachers have it from their students and some do not. How do those successful teachers do it? Let me start by saying if the students respect and like you as a person, your job will be a lot easier. Unlike a boss who doesn’t like an employee, you can’t fire a student. You can spend your entire year trying to fix a fractured relationship that is broken due to lack of respect. Here are some guidelines to help \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">earn the respect of your students\u003c/a> (not an easy task):\u003c/p>\n\u003cp>First: You are part of the class. It’s not you versus the class.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63863 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e.jpg\" alt=\"\" width=\"205\" height=\"293\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e.jpg 630w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Pariser_Real_Talk_Class_Management_2e-160x229.jpg 160w\" sizes=\"(max-width: 205px) 100vw, 205px\">Is your goal to get the kids to listen to you or to help \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">each of them succeed\u003c/a>? Think hard about this. Do you have the same goals in mind? Now, you may be thinking, “Yes, but how do I help them succeed if they don’t even listen when I am talking?” You’re not the only one who’s been on the \u003ca href=\"https://www.kqed.org/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class\">verge of tears\u003c/a>. I soon learned that when there is a battle in the classroom (you versus them), they can and will overpower you. They outnumber you. Scary thought, right? The secret is that you can’t let them know that. That’s the difference between an unsuccessful teacher and a successful one. Successful teachers know this and work with their students. Unsuccessful teachers seem to fall into the trap of testing their power, using a loud voice to try to overpower. Power struggles rarely work in the long run. It leads to intimidation, which isn’t an ideal learning environment. Yes, I’ve been overpowered. I’ve had students walk out of my classroom, curse in my face and laugh when I discipline them. It’s not a pleasant situation when a student or whole class shows disrespect. It’s also hard to earn respect back once it’s lost. However, once the students trust — yes, trust — that you have their interests in mind, they will let their guard down and get ready for the educational journey. They will want you to lead them. They will ask you what they are going to learn today.\u003c/p>\n\u003cp>They will give up the fight because they realize you are both on the same side. How do you do this? You don’t tell them, you show them that you have their interests in mind by using the following tips.\u003c/p>\n\u003ch2>\u003cstrong>Focus on your goal.\u003c/strong>\u003c/h2>\n\u003cp>Know that whatever you focus on is what will thrive in the classroom. If you focus on negative behaviors, that is what will thrive. If you focus on classroom rules, students will learn those rules, but when will they learn content? My advice is to always have your lesson prepared. Focus on the learning. Show students that learning is always the first priority. That is your job. If you want them to take seriously their job as a student, do your job by being prepared to teach. If you focus on your lesson plan, you will feel confident and the rest will follow suit.\u003c/p>\n\u003ch2>\u003cstrong>Let students know you believe in their success.\u003c/strong>\u003c/h2>\n\u003cp>Tell your students that you believe in their success. Do you think they will rise to the occasion if you challenge them? Here’s a secret: If you believe in them and tell them so, they will believe in themselves. If you don’t believe that your students will succeed, they won’t believe either. For example, say\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Nathan, I really want you to do well today. How can I help you with that?” instead of, “Nathan, you have an F in my class, don’t you want to get a good grade? Why can’t you behave?”\u003c/p>\n\u003cp>Both statements show Nathan that he is accountable for his behavior. The first statement, however, shows him you believe in his success and it is his choice how he behaves. You are rooting for him, yet he has agency. The second statement puts a student on the defensive, which rarely works. Be smart with your words and\u003ca href=\"https://www.kqed.org/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships\"> work on the relationship\u003c/a>. The way you communicate makes a big difference in how your words are received by the students.\u003c/p>\n\u003ch2>\u003cstrong>Be the teacher you are.\u003c/strong>\u003c/h2>\n\u003cp>This seems like a simple statement, but I have always found it profound. Be your best self inside your classroom. What excites you that you can use in the classroom to accelerate learning? Use your personality strengths in your teaching. Do you love acting? Then use it in your teaching. Are you a great artist but feel insecure teaching math? Draw out some math problems! Do you love playing the piano? Why don’t you play to the students as they are working? Your strengths are one of the biggest assets to your classroom. I love being silly and playful in life, but for many years I tried to run a very serious classroom because I was afraid of doing anything different as a new teacher. Once I brought my silly side to the learning, my students’ test scores jumped, the students were happier, and I was a happier teacher. We know there are still serious times in the classroom, but we also know when we can laugh together. Weave your personality into the lesson. If you are a golf-loving science teacher, why not bring in your nine irons on the day you teach force? If you do this, you are much more likely to be a better and “real”—as the students like to say—teacher.\u003c/p>\n\u003ch2>\u003cstrong>Work on your weaknesses.\u003c/strong>\u003c/h2>\n\u003cp>In addition to using your strengths to become a “real” person in the students’ eyes, you have to be willing to work on your weaknesses if that is what the students need. Let them know you learned how to do this specifically for them. You are a student as well. Think of yourself as a caretaker. This is the work you have to do outside of school hours (or during your prep if you’re super efficient). This is what your students need. Say two inexperienced teachers are discussing groupwork. One teacher says, “Groupwork is just not my thing. It’s easier to just have them work independently.” The second teacher says, “I know groupwork is better for the students but I also know this is my weak spot. I’m going to learn how to do it.” Which teacher do you think the students will respect more and will have more prepared, engaging lessons?\u003c/p>\n\u003ch2>\u003cstrong>Use discipline sparingly.\u003c/strong>\u003c/h2>\n\u003cp>If you discipline, \u003ca href=\"https://www.kqed.org/mindshift/61570/how-do-children-learn-right-from-wrong\">do so for a specific purpose and tell students why.\u003c/a> They will respect your authority and admire that you rarely have to use your power. Anger or disappointment can be effective only if used very rarely. Anger used often is completely ineffective. Discipline once, within the first two months of school, and only after you have taught \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">the structures of your classroom\u003c/a>. This establishes boundaries. Students need you to be stern when they cross your boundaries. For example, you could address your class with, “Do you remember the \u003ca href=\"https://www.kqed.org/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community\">classroom agreements\u003c/a> we discussed? Do we need something added to address side conversations? I want to make sure we’re on the same page. If there’s a misunderstanding, I can certainly address that. I know you’re not trying to be malicious, but you are in fact breaking an agreement.” Learn to pick and choose your battles. I always asked myself, Is this affecting the learning of the whole class? If the answer is yes, it is your job to correct the behavior. If the answer is no, do not stop the classroom for just one student. It’s not fair to the other students, unless you are using it as a teachable moment.\u003c/p>\n\u003cp>According to \u003ca href=\"https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management\">one metastudy\u003c/a>, teachers who have strong relationships with their students have 31 percent fewer behavioral issues in their classrooms. This statistic has a huge impact on the amount of learning that goes on in the classroom and the amount of quality teaching that happens, as well as on your general well-being. Building a mutually respectful relationship with a student starts the minute they know you know their name and you use it often when speaking with them. Strong relationships with students don’t happen by chance. They happen through the way we decide, consciously or unconsciously, to interact with students from Day 1.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63862\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-160x209.jpg\" alt=\"\" width=\"160\" height=\"209\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-160x209.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-800x1044.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser-768x1002.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/Serena-Pariser.jpg 900w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://x.com/SerenaPariser\">Serena Pariser\u003c/a> is the best-selling author of several professional books for educators. She taught English language arts for many years, primarily in San Diego, California, and in Philadelphia, Pennsylvania. Pariser has experience working with most grades and was honored as Teacher of the Year at Gompers Preparatory Academy in San Diego. She served as assistant director of field experience at the University of San Diego, where she taught graduate and undergraduate classes for teachers in training. In addition, Pariser was selected to be a national evaluator for Schools of Character.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.",
"headTitle": "Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED",
"content": "\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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 />",
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"meta": {
"site": "radio",
"source": "npr"
},
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"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. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
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