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"content": "\u003cp>Despite cranky computers, conflicting schedules, shaky Internet connections and stubborn software glitches, Danielle Kovach got her whole class together a few Fridays ago for a video chat.\u003c/p>\n\u003cp>Kovach teaches special education in Hopatcong, N.J., and this Friday class session was a celebration: They'd made it through the first few weeks of distance learning.\u003c/p>\n\u003cp>Throughout those weeks, she'd maintained her 8:30 a.m. morning meeting over the computer, she was adhering to each student's IEP, or Individualized Education Plan, and juggling new lessons with old routines, as she adapted to the coronavirus crisis. She was exhausted.\u003c/p>\n\u003cp>And so the celebration was a big moment (and a big hit with her students). She instructed everyone to bring your pet to class. \"They were all holding up their dogs, their cats,\" says Kovach. \"We had fish, stuffed animals. They were so excited, it was just a fun time together.\"\u003c/p>\n\u003cp>She needed that victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It was a nice moment. \"It felt like he knew that I was still here, that his teacher wasn't going anywhere.\" And in that way, she says, \"we're still teaching a lesson.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Educators+Get+Creative+To+Serve+Students+With+Disabilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>At the start of World War II, millions of children were evacuated from London and other cities and sent to live with foster parents in the English countryside. What happened to these children became a subject of study for psychoanalyst Anna Freud, who \u003ca href=\"https://archive.org/details/Freud_Burlingham_1943_War_and_Children_k\">wrote in a 1943 book\u003c/a> that young people who remained with their families through the bombing “were much less upset” than those who were sent away.\u003c/p>\n\u003cp>Her contemporary John Bowlby studied children who spent extended stays in hospitals, apart from their families. The research helped inform his influential “\u003ca href=\"http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf\">attachment theory\u003c/a>,” which emphasizes the bond between parent and child and the harms that come from separating them.\u003c/p>\n\u003cp>Those studies are part of a large body of research on what happens when kids are separated from their parents. But what about the situation unfolding now, as the coronavirus quarantine isolates children not from their primary caregivers but from their peers, teachers and everyone else in their lives?\u003c/p>\n\u003cp>“We don’t know yet,” Sarah Blaffer Hrdy, an anthropologist and primatologist and professor emerita at the University of California-Davis, told me. “This is a kind of a drastic experiment in progress.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it. The National Science Foundation is \u003ca href=\"https://www.sciencemag.org/news/2020/03/congress-pumps-nsf-program-fast-track-covid-19-research\">fast tracking\u003c/a> grants to help researchers study these sorts of questions.\u003c/p>\n\u003cp>For younger kids, in particular, missing out on play with peers could take a toll. Play facilitates cognitive development, said James Coan, a psychology professor at the University of Virginia who studies the neuroscience of human connection. And yet “adults are not very good playmates,” he told me. “They are boring, they are impatient and they have other things to do.” Children who don’t have siblings, a category whose \u003ca href=\"https://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/\">ranks have grown\u003c/a> in recent decades, may be particularly vulnerable.\u003c/p>\n\u003cp>Through play and other peer interactions, children also develop social skills and a sense of morality, said Kenneth Rubin, a professor of human development and quantitative methodology at the University of Maryland. “Kids need peers,” he said. “One of the things about being stuck at home as a little kid is that you might not experience these essential interactive experiences that lead to the development of close relationships outside of the family.”\u003c/p>\n\u003cp>It’s not clear what difference just a few weeks or months of isolation will make. With any luck, social distancing will help halt the spread of the coronavirus and kids will be able to gradually return to their routines. Still, Hrdy points to a study by cognitive neuroscientist Arjen Stolk in which he \u003ca href=\"https://www.sciencedaily.com/releases/2013/08/130830091739.htm\">found\u003c/a> that kids who attended day care were able to interact more effectively with peers than kids who didn’t. In the study, 5-year-olds were asked to use non-verbal communication to guide children of different ages through a video game; those who’d been in day care were better able to tailor their interactions. “It didn’t take that long in day care for it to have those effects,” said Hrdy.\u003c/p>\n\u003cp>The coronavirus isolation could also affect kids by eroding their parents’ ability to cope, researchers told me. One of the reasons kids can be challenging is because their prefrontal cortexes aren’t developed, so they aren’t able to regulate their emotions, noted Coan. Parents have to help children do that work of emotional regulation, which can be exhausting. This is where day care providers, teachers, friends, aunts and uncles come in. Not only do they take kids off the hands of their parents and allow them to recharge, but they also provide emotional support and help parents work through stress.\u003c/p>\n\u003cp>“My worry is that kids in this current pandemic are going to suffer to the degree that parents are isolated from the social networks that regulate their negative emotions,” said Coan.\u003c/p>\n\u003cp>Deprived of access to larger networks, parents must support each other, he said. Single parents also need to try to find ways to take breaks from parenting to the extent possible. If this crisis continues for months, adults risk experiencing what’s known as “\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1197275/\">allostatic load\u003c/a>,” in which their emotional resources are depleted from prolonged exposure to stress. “If I burn through those resources more quickly, I will not have the resources to leverage when it comes to my child wondering why they can’t go to school, and not being consolable when they can’t see their friends,” said Coan.\u003c/p>\n\u003cp>All the researchers I spoke to stressed, however, that children’s experiences with the coronavirus pandemic will vary greatly. “The only thing that affects us all the same way is getting dropped head first from the 14th floor,” said Jay Belsky, the Robert M. and Natalie Reid Dorn professor of human development at the University of California-Davis. An only child, or a child who doesn’t get along well with siblings, may be more vulnerable than a kid who has a sibling playmate. Children of anxiety-prone, socially isolated parents may be more vulnerable than kids of parents who are skilled at helping each other cope. Kids who were lonely before the pandemic, and already felt that the world was against them, may be struggling more acutely now.\u003c/p>\n\u003cp>“Yes, social isolation can generate loneliness, and loneliness can be bad for mental health and wellbeing,” said Belsky. “But first that’s not going to apply to all children because some are more susceptible than others, and social support from others can temper some of those risks.”\u003c/p>\n\u003cp>Virtual connections can also mitigate isolation, but not all kids have access to Wi-Fi and other tools that enable them to connect with their friends and extended family. “If I were to pour government into anything right now it would be Wi-Fi for everybody and get everybody a laptop,” said the University of Maryland’s Rubin. And while it’s relatively easy for adults to hold Zoom cocktail hours and exchange endless streams of text messages, some activities – like play – are harder to replicate virtually.\u003c/p>\n\u003cp>Still, Belsky said, “We don’t want to catastrophize.” Kids, and parents, have all sorts of ways of compensating for loneliness. It will be a long time before we know the effects of this unprecedented period of isolation. Said Rubin, “Covid presents us with all sorts of wonderfully perverse ways of studying the significance of relationships.”\u003c/p>\n\u003cp>Certainly, the coronavirus is already reminding us how important we all are to each other. “As a species we’re not really adapted to reliance on one person or even two people to raise us,” said Coan. “We are suddenly seeing in very stark terms what a silly proposition it is to say kids just need their parents. It’s not true.”\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>At the start of World War II, millions of children were evacuated from London and other cities and sent to live with foster parents in the English countryside. What happened to these children became a subject of study for psychoanalyst Anna Freud, who \u003ca href=\"https://archive.org/details/Freud_Burlingham_1943_War_and_Children_k\">wrote in a 1943 book\u003c/a> that young people who remained with their families through the bombing “were much less upset” than those who were sent away.\u003c/p>\n\u003cp>Her contemporary John Bowlby studied children who spent extended stays in hospitals, apart from their families. The research helped inform his influential “\u003ca href=\"http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf\">attachment theory\u003c/a>,” which emphasizes the bond between parent and child and the harms that come from separating them.\u003c/p>\n\u003cp>Those studies are part of a large body of research on what happens when kids are separated from their parents. But what about the situation unfolding now, as the coronavirus quarantine isolates children not from their primary caregivers but from their peers, teachers and everyone else in their lives?\u003c/p>\n\u003cp>“We don’t know yet,” Sarah Blaffer Hrdy, an anthropologist and primatologist and professor emerita at the University of California-Davis, told me. “This is a kind of a drastic experiment in progress.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it. The National Science Foundation is \u003ca href=\"https://www.sciencemag.org/news/2020/03/congress-pumps-nsf-program-fast-track-covid-19-research\">fast tracking\u003c/a> grants to help researchers study these sorts of questions.\u003c/p>\n\u003cp>For younger kids, in particular, missing out on play with peers could take a toll. Play facilitates cognitive development, said James Coan, a psychology professor at the University of Virginia who studies the neuroscience of human connection. And yet “adults are not very good playmates,” he told me. “They are boring, they are impatient and they have other things to do.” Children who don’t have siblings, a category whose \u003ca href=\"https://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/\">ranks have grown\u003c/a> in recent decades, may be particularly vulnerable.\u003c/p>\n\u003cp>Through play and other peer interactions, children also develop social skills and a sense of morality, said Kenneth Rubin, a professor of human development and quantitative methodology at the University of Maryland. “Kids need peers,” he said. “One of the things about being stuck at home as a little kid is that you might not experience these essential interactive experiences that lead to the development of close relationships outside of the family.”\u003c/p>\n\u003cp>It’s not clear what difference just a few weeks or months of isolation will make. With any luck, social distancing will help halt the spread of the coronavirus and kids will be able to gradually return to their routines. Still, Hrdy points to a study by cognitive neuroscientist Arjen Stolk in which he \u003ca href=\"https://www.sciencedaily.com/releases/2013/08/130830091739.htm\">found\u003c/a> that kids who attended day care were able to interact more effectively with peers than kids who didn’t. In the study, 5-year-olds were asked to use non-verbal communication to guide children of different ages through a video game; those who’d been in day care were better able to tailor their interactions. “It didn’t take that long in day care for it to have those effects,” said Hrdy.\u003c/p>\n\u003cp>The coronavirus isolation could also affect kids by eroding their parents’ ability to cope, researchers told me. One of the reasons kids can be challenging is because their prefrontal cortexes aren’t developed, so they aren’t able to regulate their emotions, noted Coan. Parents have to help children do that work of emotional regulation, which can be exhausting. This is where day care providers, teachers, friends, aunts and uncles come in. Not only do they take kids off the hands of their parents and allow them to recharge, but they also provide emotional support and help parents work through stress.\u003c/p>\n\u003cp>“My worry is that kids in this current pandemic are going to suffer to the degree that parents are isolated from the social networks that regulate their negative emotions,” said Coan.\u003c/p>\n\u003cp>Deprived of access to larger networks, parents must support each other, he said. Single parents also need to try to find ways to take breaks from parenting to the extent possible. If this crisis continues for months, adults risk experiencing what’s known as “\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1197275/\">allostatic load\u003c/a>,” in which their emotional resources are depleted from prolonged exposure to stress. “If I burn through those resources more quickly, I will not have the resources to leverage when it comes to my child wondering why they can’t go to school, and not being consolable when they can’t see their friends,” said Coan.\u003c/p>\n\u003cp>All the researchers I spoke to stressed, however, that children’s experiences with the coronavirus pandemic will vary greatly. “The only thing that affects us all the same way is getting dropped head first from the 14th floor,” said Jay Belsky, the Robert M. and Natalie Reid Dorn professor of human development at the University of California-Davis. An only child, or a child who doesn’t get along well with siblings, may be more vulnerable than a kid who has a sibling playmate. Children of anxiety-prone, socially isolated parents may be more vulnerable than kids of parents who are skilled at helping each other cope. Kids who were lonely before the pandemic, and already felt that the world was against them, may be struggling more acutely now.\u003c/p>\n\u003cp>“Yes, social isolation can generate loneliness, and loneliness can be bad for mental health and wellbeing,” said Belsky. “But first that’s not going to apply to all children because some are more susceptible than others, and social support from others can temper some of those risks.”\u003c/p>\n\u003cp>Virtual connections can also mitigate isolation, but not all kids have access to Wi-Fi and other tools that enable them to connect with their friends and extended family. “If I were to pour government into anything right now it would be Wi-Fi for everybody and get everybody a laptop,” said the University of Maryland’s Rubin. And while it’s relatively easy for adults to hold Zoom cocktail hours and exchange endless streams of text messages, some activities – like play – are harder to replicate virtually.\u003c/p>\n\u003cp>Still, Belsky said, “We don’t want to catastrophize.” Kids, and parents, have all sorts of ways of compensating for loneliness. It will be a long time before we know the effects of this unprecedented period of isolation. Said Rubin, “Covid presents us with all sorts of wonderfully perverse ways of studying the significance of relationships.”\u003c/p>\n\u003cp>Certainly, the coronavirus is already reminding us how important we all are to each other. “As a species we’re not really adapted to reliance on one person or even two people to raise us,” said Coan. “We are suddenly seeing in very stark terms what a silly proposition it is to say kids just need their parents. It’s not true.”\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "14 Tips For Helping Students With Limited Internet Have Distance Learning",
"title": "14 Tips For Helping Students With Limited Internet Have Distance Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/cultofpedagogy/status/1241533186225704962\u003c/p>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/callmeKi/status/1240876560707506176\u003c/p>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/RachelDonnald/status/1241461300045152256\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/toddstanzione/status/1240429976282902528\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/theantitutor/status/1241093632108593152\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MaryGondringer/status/1241126316965052416\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/teachulearn/status/1240441829666897920\u003c/p>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/KMS_History/status/1241085522644275200\u003c/p>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/ejrdavid/status/1241432028207185920\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n",
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"excerpt": "As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Staying in Touch: Why Kids Need Teachers During Coronavirus School Closings",
"title": "Staying in Touch: Why Kids Need Teachers During Coronavirus School Closings",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/mich12420/status/1240091694768566276\u003c/p>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/guptonfcs_lhs/status/1241078179831394305?s=11\u003c/p>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/McVeyMustang5/status/1241107723724390401\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1240657653161959426\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to providing comfort and continuity, Raff’s communications during the first week of COVID-19 school closure modeled resilience and healthy responses to stress. “Kids learn so much from how adults respond to situations,” she said. “So seeing that we can be there for each other … I’m hoping they can see that I’m trying to respond in joy, not in fear, and that I’m trying to make the world a better place.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\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\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to providing comfort and continuity, Raff’s communications during the first week of COVID-19 school closure modeled resilience and healthy responses to stress. “Kids learn so much from how adults respond to situations,” she said. “So seeing that we can be there for each other … I’m hoping they can see that I’m trying to respond in joy, not in fear, and that I’m trying to make the world a better place.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Focusing on the Fifth Year to Help Students Graduate",
"title": "Focusing on the Fifth Year to Help Students Graduate",
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"content": "\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"nprByline": "\u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/\">Dylan Peers McCoy, Chalkbeat\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Michael Reichert’s oldest son was born, he and his wife made a commitment to shield him from the “toxic pressures and cultural norms that we believed would try to steal our son’s humanity from him.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it turns out that parents can’t build a wall around their children, says Reichert, a clinical psychologist and author of \"\u003c/span>\u003ca href=\"https://www.amazon.com/How-Raise-Boy-Power-Connection/dp/0143133209\">\u003cspan style=\"font-weight: 400\">How to Raise a Boy: The Power of Connection to Build Good Men\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" What parents and teachers \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> do is strengthen boys’ resilience to be themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert is hopeful that a new space is opening up in how we think about boys and boyhood. For generations, he says, “we have rationalized a wide range of losses and casualties” by repeating intractable myths: “Oh, that’s just the nature of boys, or boys just don’t do as well in classrooms, or boys don’t do well with emotional intimacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These persistent stereotypes have influenced how we interacted with boys from infancy, says Reichert, and infiltrated our classrooms and playing fields. For example, he points to a long-term \u003c/span>\u003ca href=\"https://nyupress.org/9780814764800/when-boys-become-boys/\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of boys between ages 4 and 6. Researchers found that boys dramatically changed how they related to others during these years as they “absorbed norms for how they were supposed to act as boys.” They traveled from “presence to pretense,” says Reichert\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">from being emotionally honest in relationships with peers to using posturing and bravado as they adhered to group norms about how boys “should” behave. In molding their behavior to this standard, “it cost them their authenticity, exuberance, and confidence.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Boys Are Relational Learners\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are troubling statistics about boys in K-12 schools. They are more likely to drop out of school than their female peers, and according to data from the \u003c/span>\u003ca href=\"https://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf\">\u003cspan style=\"font-weight: 400\">Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, boys account for approximately 70% of all suspensions and expulsions, a rate that is disproportionately higher for boys of color. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support boys in our classrooms, Reichert points to one robust, consistent finding from his 30 years of research: boys are relational learners. They learn best in the context of strong, supportive relationships. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one study, Reichert and his team gathered data from 2,500 teachers and students in six different countries. He asked the boys and their teachers one simple question: “What’s worked?” For teachers, what has worked to help you reach boys? For boys, what have teachers done that has worked to support your learning and engagement? When the researchers coded the data, a couple of themes emerged. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, effective teachers used strategies to capture boys’ attention and then carried that energy into the lesson. The strongest teachers entered into a relationship with the class, using feedback from students to refine the lesson until it worked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But another dominant theme came from the boys themselves. “In the survey, we said, ‘Please don’t mention names or provide identifying information,' ” says Reichert, but the boys ignored those instructions and described teachers’ personalities in detail. They cared about the relationships they had with teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We, the adults who design the structures and pedagogy they experience \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">we were missing something. The boys, however, were very, very clear about it: They are relational learners. This is first base.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing Relationship Breakdowns\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If relationships are central to engaging boys in academics, then teachers need tools for healing inevitable “relational breakdowns.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every teacher in every classroom has some students who they have a hard time working with,” says Reichert. And in any relationship, there is a natural cycle of connection, disconnection, and then reconnection. But this process does not always go smoothly. After teachers have tried multiple strategies for reaching a student, they can enter “defensive, self-protective mode,” says Reichert, thinking, “I’ve done everything I can, so the next step is his” or “That boy’s learning issues or behavior or family issues are just too much.” \u003c/span>\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert’s research found that, for boys, these relational breakdowns with teachers were highly consequential, causing them to construct self-concepts around failure and to turn off from certain subjects or school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Here’s the rub,” says Reichert. “In our research, we have heard about every kind of problem, and we have also heard from boys who were being reached and transformed” despite those problems. “Every boy, theoretically, can be reached by a teacher or a coach,” he says, and adults need to hold out hope that “if they find the right relational approach, they will be able to reach the boy they are having a hard time with.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert contends that the job of being a relationship manager “follows the professional,” and that as professionals, teachers need to take the lead in “instigating repair for relationships that have been damaged.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? In his research, he found that even high-achieving boys struggle with approaching teachers when a relationship has soured. “I put together a focus group of boys at one school– top students. When I asked, ‘Do you have breakdowns in relationships with teachers?’ they were immediately able to tell stories. What did you do to fix it? Nothing, they said.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he probed them to explain why, the boys described a power asymmetry with adults. They did not perceive that it was within their role to initiate restorative conversations. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this also speaks to the need to coach boys with concrete strategies they can use when they are in a conflict with a teacher, says Reichert, and parents can help with this. “We need parents to sign up to the idea that the relationship between the teacher and the student is primary. Our job is not to swoop in and solve the problem but to empower the boy to go back to the teacher and work it out.” \u003c/span>\u003c/p>\n\u003ch2>Creating a System of Support\u003c/h2>\n\u003cdiv>If schools want to reach boys, strengthen their emotional resilience, and help them stay engaged in school, school leaders need to focus on “relational learning” from the top down. Take a look at mission statements, professional development, schedules, and class sizes. Do these basic structures support transformative relationships between teachers and students?\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003cdiv>Teachers and coaches also benefit from peer networks that can help them “reset their own thinking about a relationship that has gone south.” Reichert suggests structuring small groups where teachers can safely present a case about a boy they have been struggling with -- describing what’s happening, what’s been done, and how they feel. “It breaks teachers’ hearts when they can’t make it work with a student,” says Reichert. These peer networks normalize the struggle and provide an opportunity to receive emotional support and practical, strategic feedback.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003ch2>\u003cb>Parenting Emotionally Resilient Boys\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most basic way to support boys’ emotional and character development is also the simplest: listen to them. “Listening is the most important tool parents have for building boys’ resilience,” says Reichert. “I haven’t found a boy who doesn’t have a story he wants to tell. Boys are simply not getting the opportunity to be listened to deeply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both boys and girls have rich emotional lives, but the expression of these feelings may differ because of cultural expectations. “We tell girls not to show anger, to be nice,” says Reichert. “And we tell boys not to show vulnerability or fear, to suck it up or man up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents open up space for boys to talk, they can nurture a healthier range of emotional expression. “Establish with your son that you are interested in him,” says Reichert. “Yesterday, for what duration did you listen to your son? Not correcting him, listening. Often we are simply not very good at it because no one listened to us much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert advocates scheduling a block of time each week\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">even 30 minutes\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">where the only task is to “accompany your son on anything he wants to do with you.” That might be playing video games or listening to music. Consistency is the key, because “a boy can come to count on there being a space where he can have a parent's full attention.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When boys are cut off from their ability to process intense emotions, they are going to act it out in some way\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">whether that’s teasing siblings or resisting homework. This is almost always a cry for an intervention, says Reichert. He recommends calmly employing the listen-limit-listen strategy. First, listen to your child’s complaints or frustrations\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">the emotions that are on the surface. Then, limit the harmful behavior (“I’m not going to let you treat your sister this way. I’m not going to let you lie to me about your homework. You are better than that.”). When parents set limits, “more emotions will flare into the open,” says Reichert, and right beneath the surface will be another layer\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">such as a teacher who is giving him a hard time or a peer conflict\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">that “you would never have found out if you didn’t give him space to peel back the layers and help him be himself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, what boys really need to thrive is a strong connection to at least one stable, loving adult, says Reichert. “Here’s what we are trying to accomplish: every boy known and loved, every boy having the sense that someone has ‘got him’\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">that someone who knows who he his and what he’s facing and really cares.” They need a relational anchor, and parents, teachers and coaches can all be “that someone” in the life of a boy.\u003c/span>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"excerpt": "Psychologist and author Michael Reichert has found that boys learn better when they have a genuine relationship with their teacher. This should be obvious, but developing relationship skills can be difficult to support when boys receive unhealthy cultural messages about how they should behave. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Michael Reichert’s oldest son was born, he and his wife made a commitment to shield him from the “toxic pressures and cultural norms that we believed would try to steal our son’s humanity from him.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it turns out that parents can’t build a wall around their children, says Reichert, a clinical psychologist and author of \"\u003c/span>\u003ca href=\"https://www.amazon.com/How-Raise-Boy-Power-Connection/dp/0143133209\">\u003cspan style=\"font-weight: 400\">How to Raise a Boy: The Power of Connection to Build Good Men\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" What parents and teachers \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> do is strengthen boys’ resilience to be themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert is hopeful that a new space is opening up in how we think about boys and boyhood. For generations, he says, “we have rationalized a wide range of losses and casualties” by repeating intractable myths: “Oh, that’s just the nature of boys, or boys just don’t do as well in classrooms, or boys don’t do well with emotional intimacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These persistent stereotypes have influenced how we interacted with boys from infancy, says Reichert, and infiltrated our classrooms and playing fields. For example, he points to a long-term \u003c/span>\u003ca href=\"https://nyupress.org/9780814764800/when-boys-become-boys/\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of boys between ages 4 and 6. Researchers found that boys dramatically changed how they related to others during these years as they “absorbed norms for how they were supposed to act as boys.” They traveled from “presence to pretense,” says Reichert\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">from being emotionally honest in relationships with peers to using posturing and bravado as they adhered to group norms about how boys “should” behave. In molding their behavior to this standard, “it cost them their authenticity, exuberance, and confidence.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Boys Are Relational Learners\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are troubling statistics about boys in K-12 schools. They are more likely to drop out of school than their female peers, and according to data from the \u003c/span>\u003ca href=\"https://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf\">\u003cspan style=\"font-weight: 400\">Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, boys account for approximately 70% of all suspensions and expulsions, a rate that is disproportionately higher for boys of color. \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\">To support boys in our classrooms, Reichert points to one robust, consistent finding from his 30 years of research: boys are relational learners. They learn best in the context of strong, supportive relationships. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one study, Reichert and his team gathered data from 2,500 teachers and students in six different countries. He asked the boys and their teachers one simple question: “What’s worked?” For teachers, what has worked to help you reach boys? For boys, what have teachers done that has worked to support your learning and engagement? When the researchers coded the data, a couple of themes emerged. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, effective teachers used strategies to capture boys’ attention and then carried that energy into the lesson. The strongest teachers entered into a relationship with the class, using feedback from students to refine the lesson until it worked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But another dominant theme came from the boys themselves. “In the survey, we said, ‘Please don’t mention names or provide identifying information,' ” says Reichert, but the boys ignored those instructions and described teachers’ personalities in detail. They cared about the relationships they had with teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We, the adults who design the structures and pedagogy they experience \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">we were missing something. The boys, however, were very, very clear about it: They are relational learners. This is first base.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing Relationship Breakdowns\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If relationships are central to engaging boys in academics, then teachers need tools for healing inevitable “relational breakdowns.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every teacher in every classroom has some students who they have a hard time working with,” says Reichert. And in any relationship, there is a natural cycle of connection, disconnection, and then reconnection. But this process does not always go smoothly. After teachers have tried multiple strategies for reaching a student, they can enter “defensive, self-protective mode,” says Reichert, thinking, “I’ve done everything I can, so the next step is his” or “That boy’s learning issues or behavior or family issues are just too much.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert’s research found that, for boys, these relational breakdowns with teachers were highly consequential, causing them to construct self-concepts around failure and to turn off from certain subjects or school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Here’s the rub,” says Reichert. “In our research, we have heard about every kind of problem, and we have also heard from boys who were being reached and transformed” despite those problems. “Every boy, theoretically, can be reached by a teacher or a coach,” he says, and adults need to hold out hope that “if they find the right relational approach, they will be able to reach the boy they are having a hard time with.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert contends that the job of being a relationship manager “follows the professional,” and that as professionals, teachers need to take the lead in “instigating repair for relationships that have been damaged.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? In his research, he found that even high-achieving boys struggle with approaching teachers when a relationship has soured. “I put together a focus group of boys at one school– top students. When I asked, ‘Do you have breakdowns in relationships with teachers?’ they were immediately able to tell stories. What did you do to fix it? Nothing, they said.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he probed them to explain why, the boys described a power asymmetry with adults. They did not perceive that it was within their role to initiate restorative conversations. \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\">Of course, this also speaks to the need to coach boys with concrete strategies they can use when they are in a conflict with a teacher, says Reichert, and parents can help with this. “We need parents to sign up to the idea that the relationship between the teacher and the student is primary. Our job is not to swoop in and solve the problem but to empower the boy to go back to the teacher and work it out.” \u003c/span>\u003c/p>\n\u003ch2>Creating a System of Support\u003c/h2>\n\u003cdiv>If schools want to reach boys, strengthen their emotional resilience, and help them stay engaged in school, school leaders need to focus on “relational learning” from the top down. Take a look at mission statements, professional development, schedules, and class sizes. Do these basic structures support transformative relationships between teachers and students?\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003cdiv>Teachers and coaches also benefit from peer networks that can help them “reset their own thinking about a relationship that has gone south.” Reichert suggests structuring small groups where teachers can safely present a case about a boy they have been struggling with -- describing what’s happening, what’s been done, and how they feel. “It breaks teachers’ hearts when they can’t make it work with a student,” says Reichert. These peer networks normalize the struggle and provide an opportunity to receive emotional support and practical, strategic feedback.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003ch2>\u003cb>Parenting Emotionally Resilient Boys\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most basic way to support boys’ emotional and character development is also the simplest: listen to them. “Listening is the most important tool parents have for building boys’ resilience,” says Reichert. “I haven’t found a boy who doesn’t have a story he wants to tell. Boys are simply not getting the opportunity to be listened to deeply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both boys and girls have rich emotional lives, but the expression of these feelings may differ because of cultural expectations. “We tell girls not to show anger, to be nice,” says Reichert. “And we tell boys not to show vulnerability or fear, to suck it up or man up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents open up space for boys to talk, they can nurture a healthier range of emotional expression. “Establish with your son that you are interested in him,” says Reichert. “Yesterday, for what duration did you listen to your son? Not correcting him, listening. Often we are simply not very good at it because no one listened to us much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reichert advocates scheduling a block of time each week\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">even 30 minutes\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">where the only task is to “accompany your son on anything he wants to do with you.” That might be playing video games or listening to music. Consistency is the key, because “a boy can come to count on there being a space where he can have a parent's full attention.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When boys are cut off from their ability to process intense emotions, they are going to act it out in some way\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">whether that’s teasing siblings or resisting homework. This is almost always a cry for an intervention, says Reichert. He recommends calmly employing the listen-limit-listen strategy. First, listen to your child’s complaints or frustrations\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">the emotions that are on the surface. Then, limit the harmful behavior (“I’m not going to let you treat your sister this way. I’m not going to let you lie to me about your homework. You are better than that.”). When parents set limits, “more emotions will flare into the open,” says Reichert, and right beneath the surface will be another layer\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">such as a teacher who is giving him a hard time or a peer conflict\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">that “you would never have found out if you didn’t give him space to peel back the layers and help him be himself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, what boys really need to thrive is a strong connection to at least one stable, loving adult, says Reichert. “Here’s what we are trying to accomplish: every boy known and loved, every boy having the sense that someone has ‘got him’\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">that someone who knows who he his and what he’s facing and really cares.” They need a relational anchor, and parents, teachers and coaches can all be “that someone” in the life of a boy.\u003c/span>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Teens Share Tech Skills With Seniors, Both Can Feel More Connected",
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"content": "\u003cp>The United States now has 46 million people age 65 or older. That's a record number, according to a \u003ca href=\"https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/\">study by the Pew Research Center.\u003c/a>\u003c/p>\n\u003cp>More of these senior citizens are adopting technology, but most also say they need help using new electronic devices such as smart phones. Falling behind on technology puts seniors at risk for social isolation, which makes them vulnerable to poor health and earlier death. It's also expensive. A \u003ca href=\"https://www.aarp.org/home-family/friends-family/info-2019/medical-cure-for-loneliness.html\">study by AARP\u003c/a> found isolation is associated with nearly $7 billion in additional annual spending by Medicare.\u003c/p>\n\u003cp>A startup company in Albuquerque has made matching tech-savvy young people with seniors its mission. \u003ca href=\"https://www.teeniors.com/\">Teeniors\u003c/a> coaches them on using smartphones, computers and tablets.\u003c/p>\n\u003cp>Founder Trish Lopez pitched the idea at a startup weekend for women entrepreneurs in 2015 after realizing that her mother needed help.\u003c/p>\n\u003cp>\"She'd lose a password, she'd lose a document and then she didn't know some simple commands like Control Z that could undo everything she had just done,\" Lopez said. \"And so she would start all over again.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a new mom herself and busy with work, Lopez said she wanted to be able send someone to help her mother.\u003c/p>\n\u003cp>\"But also, I wished I had the patience to help her in the way I wanted to,\" she said.\u003c/p>\n\u003cp>Patience and listening are some of the fundamental skills young people learn as Teeniors, and the program has served more than 3,000 seniors in New Mexico. It added a nonprofit arm in 2018 and has landed grants from Comcast and Facebook to serve those who can't afford to pay. The mission, Lopez said, is to empower senior citizens.\u003c/p>\n\u003cp>\"I think that's why we've been so successful,\" she said. \"The intergenerational learning experience is really remarkable and that's why I always say the main service we provide is not tech support. It is human connection.\"\u003c/p>\n\u003cp>Lopez has seen many Teeniors flourish through those connections. She has also seen many seniors break down when a Teenior helps them understand technology that seemed beyond their comprehension.\u003c/p>\n\u003cp>That was certainly true for Camilla Dorcey, 76. She was talking to a friend recently in her home in northeast Albuquerque about a new car she was getting that day. But not long ago, that routine task was beyond her, said Dorcey who at one time struggled using her smartphone.\u003c/p>\n\u003cp>\"People would be ringing me and I didn't know how to answer it,\" Dorcey said. \"I'd be crying and frustrated and feeling totally useless and old.\"\u003c/p>\n\u003cp>The Pew study found that 4 in 10 seniors own smartphones, but they often lack confidence in learning and using these devices. Dorcey is a retired teacher from Lesotho, Africa, who lived all over the world before moving to Albuquerque with her second husband. When he died suddenly, she was left alone and isolated, too ashamed to admit she didn't know how to answer her new phone. She tried to get help at stores, but clerks were mystified why she was confused.\u003c/p>\n\u003cp>\"They said 'Oh a child' — I hate that phrase — 'a child could do this,\" Dorcey said. \"But they never gave me a child.'\u003c/p>\n\u003cp>Dorcey found a Teenior instead, who helped her download WhatsApp. Now she talks to family and friends regularly in Africa and Europe for free. On the last day of 2019, she greeted friends in England enthusiastically over the app, wishing them a happy new year.\u003c/p>\n\u003cp>\"Oh it's amazing,\" Dorcey said. \"I can see them. I can talk to them. It's really been great. I feel free again.\"\u003c/p>\n\u003cp>Tess Reynolds, 17, is the Teenior who helped Dorcey. Reynolds said she can relate to seniors who may need more time to learn because she has a learning disability and people used to push her to finish her schoolwork more quickly.\u003c/p>\n\u003cp>\"So I know how it feels to be rushed,\" Reynolds said. \"I want to make sure that doesn't happen.\"\u003c/p>\n\u003cp>The experience of working for Teeniors has also convinced Reynolds that she wants to become a senior home health aide.\u003c/p>\n\u003cp>\"And this is such a great help to really become what you want to be,\" she said.\u003c/p>\n\u003cp>At a Teeniors event in December at a senior center about 40 minutes south of Albuquerque, 21-year-old Kendra Gonzales was helping Linda Haverty add a photo of a friend to her contacts list.\u003c/p>\n\u003cp>\"I went from a flip top to this. It was like going from a tank to a Ferrari,\" said Haverty, who is 81. \"And the next time it was Facebook. I'm still struggling with social media. And Kendra's wonderful.\"\u003c/p>\n\u003cp>Haverty's family is scattered around the Midwest and she said keeping up on technology is vital to staying connected to them.\u003c/p>\n\u003cp>\"Yesterday I was going through Facebook and found out I have a great-grandson that was born on my birthday...and I didn't know about it,\" she said.\u003c/p>\n\u003cp>Gonzales has been with Teeniors for four years. It helped her land jobs and decide on a career in public service. She's working toward a criminal justice degree, and through Teeniors she learned skills such as public speaking and coaching.\u003c/p>\n\u003cp>\"[I learned] things that I don't think the school system helped me with,\" Gonzales said. \"This has helped me more, in a great way.\"\u003c/p>\n\u003cp>Trish Lopez never anticipated how Teeniors would affect the young people she employs. It's not just teaching them tech skills, but also soft skills employers need such as emotional intelligence, problem-solving and communication. Their feedback has surprised her.\u003c/p>\n\u003cp>\"Some of them believe it's helped them overcome their depression and anxiety and struggles in their personal relationships,\" she said. \"Just the work of being a Teenior, for the small amount of hours they do it every month, has made an enormous impact on their lives.\"\u003c/p>\n\u003cp>Yannick Hutchinson, 24, just graduated with an architecture degree and said being part of Teeniors will help him learn to communicate better with clients. It also helped when he was struggling with depression.\u003c/p>\n\u003cp>\"It was definitely something that pulled me back from that dark, dark area,\" he said. \"It was nice, it was a breath of fresh air.\"\u003c/p>\n\u003cp>Lopez had considered dropping him from the coaching pool after he was late several times and that's when Hutchinson opened up about his struggles.\u003c/p>\n\u003cp>\"We definitely worked it out and I definitely feel I'm more of an asset to this organization now,\" he said. \"I need to understand I'm being counted on by people and I need to be responsible for that.\"\u003c/p>\n\u003cp>\u003ca href=\"https://aese.psu.edu/extension/intergenerational/program-areas/technology/using-technology-to-connect-generations-profiles#page=3\">Variations of the Teeniors model\u003c/a> exist around the country, according to \u003ca href=\"https://www.gu.org/\">Generations United\u003c/a>, based in Washington, D.C. Executive Director Donna Butts said intergenerational programs offer alternatives to our tendency to segregate people by age.\u003c/p>\n\u003cp>\"We really are much stronger when we're together and value the wisdom of older adults and the energy and new experience of young people,\" she said.\u003c/p>\n\u003cp>Butts adds that since America's older generation is disproportionately white compared to the younger population, there are real risks to such segregation.\u003c/p>\n\u003cp>\"And that can be really, really harmful when we have generations that don't look like each other, they don't know each other and they don't understand why they need to invest in each other,\" she said.\u003c/p>\n\u003cp>She said intergenerational programs can overcome those barriers. That was certainly true for Camilla Dorcey.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I think Teeniors are maybe seeing old people as not totally ready to be put in the grave,\" she said. \"For me, it's making me think teenagers should not all be in jail. We're beginning to see a connection between humans of a different age.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUNM. To see more, visit \u003ca href=\"https://www.kunm.org\">KUNM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youth+Teaching+Tech+To+Seniors+Fosters+Generational+Connections&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The United States now has 46 million people age 65 or older. That's a record number, according to a \u003ca href=\"https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/\">study by the Pew Research Center.\u003c/a>\u003c/p>\n\u003cp>More of these senior citizens are adopting technology, but most also say they need help using new electronic devices such as smart phones. Falling behind on technology puts seniors at risk for social isolation, which makes them vulnerable to poor health and earlier death. It's also expensive. A \u003ca href=\"https://www.aarp.org/home-family/friends-family/info-2019/medical-cure-for-loneliness.html\">study by AARP\u003c/a> found isolation is associated with nearly $7 billion in additional annual spending by Medicare.\u003c/p>\n\u003cp>A startup company in Albuquerque has made matching tech-savvy young people with seniors its mission. \u003ca href=\"https://www.teeniors.com/\">Teeniors\u003c/a> coaches them on using smartphones, computers and tablets.\u003c/p>\n\u003cp>Founder Trish Lopez pitched the idea at a startup weekend for women entrepreneurs in 2015 after realizing that her mother needed help.\u003c/p>\n\u003cp>\"She'd lose a password, she'd lose a document and then she didn't know some simple commands like Control Z that could undo everything she had just done,\" Lopez said. \"And so she would start all over again.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a new mom herself and busy with work, Lopez said she wanted to be able send someone to help her mother.\u003c/p>\n\u003cp>\"But also, I wished I had the patience to help her in the way I wanted to,\" she said.\u003c/p>\n\u003cp>Patience and listening are some of the fundamental skills young people learn as Teeniors, and the program has served more than 3,000 seniors in New Mexico. It added a nonprofit arm in 2018 and has landed grants from Comcast and Facebook to serve those who can't afford to pay. The mission, Lopez said, is to empower senior citizens.\u003c/p>\n\u003cp>\"I think that's why we've been so successful,\" she said. \"The intergenerational learning experience is really remarkable and that's why I always say the main service we provide is not tech support. It is human connection.\"\u003c/p>\n\u003cp>Lopez has seen many Teeniors flourish through those connections. She has also seen many seniors break down when a Teenior helps them understand technology that seemed beyond their comprehension.\u003c/p>\n\u003cp>That was certainly true for Camilla Dorcey, 76. She was talking to a friend recently in her home in northeast Albuquerque about a new car she was getting that day. But not long ago, that routine task was beyond her, said Dorcey who at one time struggled using her smartphone.\u003c/p>\n\u003cp>\"People would be ringing me and I didn't know how to answer it,\" Dorcey said. \"I'd be crying and frustrated and feeling totally useless and old.\"\u003c/p>\n\u003cp>The Pew study found that 4 in 10 seniors own smartphones, but they often lack confidence in learning and using these devices. Dorcey is a retired teacher from Lesotho, Africa, who lived all over the world before moving to Albuquerque with her second husband. When he died suddenly, she was left alone and isolated, too ashamed to admit she didn't know how to answer her new phone. She tried to get help at stores, but clerks were mystified why she was confused.\u003c/p>\n\u003cp>\"They said 'Oh a child' — I hate that phrase — 'a child could do this,\" Dorcey said. \"But they never gave me a child.'\u003c/p>\n\u003cp>Dorcey found a Teenior instead, who helped her download WhatsApp. Now she talks to family and friends regularly in Africa and Europe for free. On the last day of 2019, she greeted friends in England enthusiastically over the app, wishing them a happy new year.\u003c/p>\n\u003cp>\"Oh it's amazing,\" Dorcey said. \"I can see them. I can talk to them. It's really been great. I feel free again.\"\u003c/p>\n\u003cp>Tess Reynolds, 17, is the Teenior who helped Dorcey. Reynolds said she can relate to seniors who may need more time to learn because she has a learning disability and people used to push her to finish her schoolwork more quickly.\u003c/p>\n\u003cp>\"So I know how it feels to be rushed,\" Reynolds said. \"I want to make sure that doesn't happen.\"\u003c/p>\n\u003cp>The experience of working for Teeniors has also convinced Reynolds that she wants to become a senior home health aide.\u003c/p>\n\u003cp>\"And this is such a great help to really become what you want to be,\" she said.\u003c/p>\n\u003cp>At a Teeniors event in December at a senior center about 40 minutes south of Albuquerque, 21-year-old Kendra Gonzales was helping Linda Haverty add a photo of a friend to her contacts list.\u003c/p>\n\u003cp>\"I went from a flip top to this. It was like going from a tank to a Ferrari,\" said Haverty, who is 81. \"And the next time it was Facebook. I'm still struggling with social media. And Kendra's wonderful.\"\u003c/p>\n\u003cp>Haverty's family is scattered around the Midwest and she said keeping up on technology is vital to staying connected to them.\u003c/p>\n\u003cp>\"Yesterday I was going through Facebook and found out I have a great-grandson that was born on my birthday...and I didn't know about it,\" she said.\u003c/p>\n\u003cp>Gonzales has been with Teeniors for four years. It helped her land jobs and decide on a career in public service. She's working toward a criminal justice degree, and through Teeniors she learned skills such as public speaking and coaching.\u003c/p>\n\u003cp>\"[I learned] things that I don't think the school system helped me with,\" Gonzales said. \"This has helped me more, in a great way.\"\u003c/p>\n\u003cp>Trish Lopez never anticipated how Teeniors would affect the young people she employs. It's not just teaching them tech skills, but also soft skills employers need such as emotional intelligence, problem-solving and communication. Their feedback has surprised her.\u003c/p>\n\u003cp>\"Some of them believe it's helped them overcome their depression and anxiety and struggles in their personal relationships,\" she said. \"Just the work of being a Teenior, for the small amount of hours they do it every month, has made an enormous impact on their lives.\"\u003c/p>\n\u003cp>Yannick Hutchinson, 24, just graduated with an architecture degree and said being part of Teeniors will help him learn to communicate better with clients. It also helped when he was struggling with depression.\u003c/p>\n\u003cp>\"It was definitely something that pulled me back from that dark, dark area,\" he said. \"It was nice, it was a breath of fresh air.\"\u003c/p>\n\u003cp>Lopez had considered dropping him from the coaching pool after he was late several times and that's when Hutchinson opened up about his struggles.\u003c/p>\n\u003cp>\"We definitely worked it out and I definitely feel I'm more of an asset to this organization now,\" he said. \"I need to understand I'm being counted on by people and I need to be responsible for that.\"\u003c/p>\n\u003cp>\u003ca href=\"https://aese.psu.edu/extension/intergenerational/program-areas/technology/using-technology-to-connect-generations-profiles#page=3\">Variations of the Teeniors model\u003c/a> exist around the country, according to \u003ca href=\"https://www.gu.org/\">Generations United\u003c/a>, based in Washington, D.C. Executive Director Donna Butts said intergenerational programs offer alternatives to our tendency to segregate people by age.\u003c/p>\n\u003cp>\"We really are much stronger when we're together and value the wisdom of older adults and the energy and new experience of young people,\" she said.\u003c/p>\n\u003cp>Butts adds that since America's older generation is disproportionately white compared to the younger population, there are real risks to such segregation.\u003c/p>\n\u003cp>\"And that can be really, really harmful when we have generations that don't look like each other, they don't know each other and they don't understand why they need to invest in each other,\" she said.\u003c/p>\n\u003cp>She said intergenerational programs can overcome those barriers. That was certainly true for Camilla Dorcey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think Teeniors are maybe seeing old people as not totally ready to be put in the grave,\" she said. \"For me, it's making me think teenagers should not all be in jail. We're beginning to see a connection between humans of a different age.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUNM. To see more, visit \u003ca href=\"https://www.kunm.org\">KUNM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youth+Teaching+Tech+To+Seniors+Fosters+Generational+Connections&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Relationships Are Important. How Do We Build Them Effectively With Kids?",
"title": "Relationships Are Important. How Do We Build Them Effectively With Kids?",
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"content": "\u003cp>\u003ca href=\"https://www.search-institute.org/about-us/staff/kent-pekel/\">Kent Pekel\u003c/a> realized the importance of relationships in his own life in a new way when his wife passed away after losing a fight with breast cancer. He was left to parent three young children on his own. His children's preschool teacher gave him a piece of advice that changed the course of his life and career: \"From now on, it all depends on the relationships – your relationships with those three kids. The relationship is a thing.\"\u003c/p>\n\u003cp>He knew it was important advice, but wasn't quite sure how to follow it. Over his career as an educator at all levels and now as the president and CEO of the \u003ca href=\"https://www.search-institute.org/about-us/\">Search Institute\u003c/a>, Pekel has been trying to pry open the \"black box\" of relationships to figure out how we form strong, developmental relationships with kids.\u003c/p>\n\u003cp>\"A gigantic body of research shows that the relationships in a kid's life are like the roots of a tree,\" Pekel said during a TEDx talk. \"When kids have strong roots they can grow, they can thrive, they can withstand the storms life throws at them.\"\u003c/p>\n\u003cp>But many kids are growing up in soil that is not rich and may even have toxins in it. The Search Institute researches relationships and has come up with \u003ca href=\"https://www.search-institute.org/developmental-relationships/developmental-relationships-framework/\">five key elements\u003c/a> that are essential to the type of relationship building that helps kids grow into healthy adults.\u003c/p>\n\u003cp>\u003cstrong>1. Express Care\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The goal is not just a nice relationship, it's a developmental relationship,\"Pekel said. And while caring is a necessary requirement for a developmental relationship, it isn't enough.\u003c/p>\n\u003cp>\u003cstrong>2. Challenge Growth\u003c/strong>\u003c/p>\n\u003cp>\"There's always a propulsive element to a developmental relationships,\" Pekel said. These adults are constantly pushing young people to grow.\u003c/p>\n\u003cp>\u003cstrong>3. Provide Support\u003c/strong>\u003c/p>\n\u003cp>Support doesn't mean becoming a helicopter parent and taking away all opportunity for kids to attempt something on their own and fail. The independence to make mistakes is important, but kids also need someone there who can talk through the mistake and what they might try next. They can't be left completely alone, which also happens to some kids.\u003c/p>\n\u003cp>\u003cstrong>4. Sharing Power\u003c/strong>\u003c/p>\n\u003cp>As a former high school teacher, Pekel knows this one scares a lot of people who work with large groups of kids.\u003c/p>\n\u003cp>\"It doesn't mean relinquishing power,\" Pekel said. \"It means giving kids voice and choice and letting them lead in moments that are appropriate and in ways that reflect their developmental stages.\"\u003c/p>\n\u003cp>\u003cstrong>5. Expanding Possibilities\u003c/strong>\u003c/p>\n\u003cp>Kids need to be exposed to things outside their limited world view. \"Introduce them to new people, new places, new concepts,\" Pekel said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xGHC4k82aeU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When kids have relationships that reflect these elements, \"their outcomes are dramatically better.\" They are more likely to be motivated, socially responsible, ethical and empathetic. They're also more likely to get good grades and stay away from risky behaviors like alcohol, drugs and suicide.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>\"Unfortunately, our research is also showing that there's a small but very significant group of kids in our country today who are not experiencing developmental relationships with adults,\" Pekel said. Search Institute surveys of students show that one in five kids report no developmental relationship, and another 20 percent say they have one person who meets the description.\u003c/p>\n\u003cp>Given how important relationships are to setting a kid on a positive trajectory, Pekel says society needs to be talking not just about an \"achievement gap,\" but about the \"relationship gap\" that is likely part of the problem.\u003c/p>\n\u003cp>There are lots of reasons for this relationships gap, but Pekel said Search Institute research is showing \"pretty much everyone who works with kids -- and for a significant extent parents too -- knows that relationships matter.\" Everyone talks about the importance or relationships, \"but the reality is the day in day out investment we make in relationships doesn't reflect the reality,\" Pekel said.\u003c/p>\n\u003cp>He's not blaming teachers or after school workers. He's worked with enough schools and teachers to know many building leaders emphasize the \u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">importance of building strong relationships\u003c/a>. And teachers agree. But when Pekel asks them if they are given \u003ca href=\"https://www.kqed.org/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed\">time to work on relationships\u003c/a>, professional development around how to build and deepen them, or even data on what's working and what isn't, far fewer people raise their hands.\u003c/p>\n\u003cp>But there is \u003ca href=\"https://www.search-institute.org/developmental-relationships/ideas-building-developmental-relationships/\">research on what works\u003c/a>. Pekel shared just one tool his staff have used in many different settings with young people called the \"Four S's interview.\" It can take as little as 15 minutes or as long as an hour.\u003c/p>\n\u003cp>Sit down with a kid and ask to understand their \"Four S's:\u003c/p>\n\u003cp>\u003cstrong>1. Sparks\u003c/strong> - These are the things that get a person up in the morning, their passions.\u003c/p>\n\u003cp>\u003cstrong>2. Strengths\u003c/strong> - These are the abilities or values that a person loves about themselves\u003c/p>\n\u003cp>\u003cstrong>3. Struggles\u003c/strong> - These are the challenges, the things that keep us up at night. They could be typical growing up things or more substantial trauma a student may be dealing with.\u003c/p>\n\u003cp>\u003cstrong>4. Supports\u003c/strong> - These are the people and environments that make a person feel accepted and like they can be themselves.\u003c/p>\n\u003cp>Pekel stresses that before an adult jumps into asking a young person these questions they need to explain the four parts of the protocol, and why they are doing it.\u003c/p>\n\u003cp>\"You want to convey to that young person that 'I want to know your whole self.'\" Pekel said. \"'I want to know what's great about you and where you're struggling.'\"\u003c/p>\n\u003cp>Setting the conversation up carefully also conveys to the student that the adult is leading them through a process. And the order matters. Students are much more likely to open up about something they love or are passionate about. And it's nice to talk about strengths too. That builds some rapport to get into challenges, but talking about support reminds students they aren't alone with those challenges. There are people and places where they feel safe, hopefully.\u003c/p>\n\u003cp>If done successfully, Pekel said, \"You will have an understanding of that kid that can propel a relationship that can be truly powerful and developmental.\"\u003c/p>\n\u003cp>He knows this sounds exhausting, especially to teachers who may see hundreds of students in a day, year after year. But, he said, investing in this way is worth it. And with relationships, \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">there aren't corners to cut\u003c/a>.\u003c/p>\n\u003cp>\"I'm sorry, but that's what it takes,\" Pekel said. \"It does take that level of effort. It takes that level of intentionality about relationships.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Building developmental relationships will not only help kids, but it will also be rewarding for the adult. Deciding not to invest in relationships yields trees whose roots are so malnourished they struggle to stay standing. And that's difficult for everyone.\u003c/p>\n\n",
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"excerpt": "It's an education cliche to say that relationships are at the center of learning. But what tools can teachers use to actually build strong relationships with their students? Kent Pekel of the Search Institute has spent his life researching that question.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.search-institute.org/about-us/staff/kent-pekel/\">Kent Pekel\u003c/a> realized the importance of relationships in his own life in a new way when his wife passed away after losing a fight with breast cancer. He was left to parent three young children on his own. His children's preschool teacher gave him a piece of advice that changed the course of his life and career: \"From now on, it all depends on the relationships – your relationships with those three kids. The relationship is a thing.\"\u003c/p>\n\u003cp>He knew it was important advice, but wasn't quite sure how to follow it. Over his career as an educator at all levels and now as the president and CEO of the \u003ca href=\"https://www.search-institute.org/about-us/\">Search Institute\u003c/a>, Pekel has been trying to pry open the \"black box\" of relationships to figure out how we form strong, developmental relationships with kids.\u003c/p>\n\u003cp>\"A gigantic body of research shows that the relationships in a kid's life are like the roots of a tree,\" Pekel said during a TEDx talk. \"When kids have strong roots they can grow, they can thrive, they can withstand the storms life throws at them.\"\u003c/p>\n\u003cp>But many kids are growing up in soil that is not rich and may even have toxins in it. The Search Institute researches relationships and has come up with \u003ca href=\"https://www.search-institute.org/developmental-relationships/developmental-relationships-framework/\">five key elements\u003c/a> that are essential to the type of relationship building that helps kids grow into healthy adults.\u003c/p>\n\u003cp>\u003cstrong>1. Express Care\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The goal is not just a nice relationship, it's a developmental relationship,\"Pekel said. And while caring is a necessary requirement for a developmental relationship, it isn't enough.\u003c/p>\n\u003cp>\u003cstrong>2. Challenge Growth\u003c/strong>\u003c/p>\n\u003cp>\"There's always a propulsive element to a developmental relationships,\" Pekel said. These adults are constantly pushing young people to grow.\u003c/p>\n\u003cp>\u003cstrong>3. Provide Support\u003c/strong>\u003c/p>\n\u003cp>Support doesn't mean becoming a helicopter parent and taking away all opportunity for kids to attempt something on their own and fail. The independence to make mistakes is important, but kids also need someone there who can talk through the mistake and what they might try next. They can't be left completely alone, which also happens to some kids.\u003c/p>\n\u003cp>\u003cstrong>4. Sharing Power\u003c/strong>\u003c/p>\n\u003cp>As a former high school teacher, Pekel knows this one scares a lot of people who work with large groups of kids.\u003c/p>\n\u003cp>\"It doesn't mean relinquishing power,\" Pekel said. \"It means giving kids voice and choice and letting them lead in moments that are appropriate and in ways that reflect their developmental stages.\"\u003c/p>\n\u003cp>\u003cstrong>5. Expanding Possibilities\u003c/strong>\u003c/p>\n\u003cp>Kids need to be exposed to things outside their limited world view. \"Introduce them to new people, new places, new concepts,\" Pekel said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xGHC4k82aeU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When kids have relationships that reflect these elements, \"their outcomes are dramatically better.\" They are more likely to be motivated, socially responsible, ethical and empathetic. They're also more likely to get good grades and stay away from risky behaviors like alcohol, drugs and suicide.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"Unfortunately, our research is also showing that there's a small but very significant group of kids in our country today who are not experiencing developmental relationships with adults,\" Pekel said. Search Institute surveys of students show that one in five kids report no developmental relationship, and another 20 percent say they have one person who meets the description.\u003c/p>\n\u003cp>Given how important relationships are to setting a kid on a positive trajectory, Pekel says society needs to be talking not just about an \"achievement gap,\" but about the \"relationship gap\" that is likely part of the problem.\u003c/p>\n\u003cp>There are lots of reasons for this relationships gap, but Pekel said Search Institute research is showing \"pretty much everyone who works with kids -- and for a significant extent parents too -- knows that relationships matter.\" Everyone talks about the importance or relationships, \"but the reality is the day in day out investment we make in relationships doesn't reflect the reality,\" Pekel said.\u003c/p>\n\u003cp>He's not blaming teachers or after school workers. He's worked with enough schools and teachers to know many building leaders emphasize the \u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">importance of building strong relationships\u003c/a>. And teachers agree. But when Pekel asks them if they are given \u003ca href=\"https://www.kqed.org/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed\">time to work on relationships\u003c/a>, professional development around how to build and deepen them, or even data on what's working and what isn't, far fewer people raise their hands.\u003c/p>\n\u003cp>But there is \u003ca href=\"https://www.search-institute.org/developmental-relationships/ideas-building-developmental-relationships/\">research on what works\u003c/a>. Pekel shared just one tool his staff have used in many different settings with young people called the \"Four S's interview.\" It can take as little as 15 minutes or as long as an hour.\u003c/p>\n\u003cp>Sit down with a kid and ask to understand their \"Four S's:\u003c/p>\n\u003cp>\u003cstrong>1. Sparks\u003c/strong> - These are the things that get a person up in the morning, their passions.\u003c/p>\n\u003cp>\u003cstrong>2. Strengths\u003c/strong> - These are the abilities or values that a person loves about themselves\u003c/p>\n\u003cp>\u003cstrong>3. Struggles\u003c/strong> - These are the challenges, the things that keep us up at night. They could be typical growing up things or more substantial trauma a student may be dealing with.\u003c/p>\n\u003cp>\u003cstrong>4. Supports\u003c/strong> - These are the people and environments that make a person feel accepted and like they can be themselves.\u003c/p>\n\u003cp>Pekel stresses that before an adult jumps into asking a young person these questions they need to explain the four parts of the protocol, and why they are doing it.\u003c/p>\n\u003cp>\"You want to convey to that young person that 'I want to know your whole self.'\" Pekel said. \"'I want to know what's great about you and where you're struggling.'\"\u003c/p>\n\u003cp>Setting the conversation up carefully also conveys to the student that the adult is leading them through a process. And the order matters. Students are much more likely to open up about something they love or are passionate about. And it's nice to talk about strengths too. That builds some rapport to get into challenges, but talking about support reminds students they aren't alone with those challenges. There are people and places where they feel safe, hopefully.\u003c/p>\n\u003cp>If done successfully, Pekel said, \"You will have an understanding of that kid that can propel a relationship that can be truly powerful and developmental.\"\u003c/p>\n\u003cp>He knows this sounds exhausting, especially to teachers who may see hundreds of students in a day, year after year. But, he said, investing in this way is worth it. And with relationships, \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">there aren't corners to cut\u003c/a>.\u003c/p>\n\u003cp>\"I'm sorry, but that's what it takes,\" Pekel said. \"It does take that level of effort. It takes that level of intentionality about relationships.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between: The New and Necessary Conversations Today's Teenagers Need to Have about Consent, Sexual Harassment, \u003c/a>\u003ca href=\"http://www.shafiazaloom.com/the-book\">Healthy Relationships, Love, and More\u003c/a> by Shafia Zaloom.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shafia Zaloom \u003c/strong>\u003c/p>\n\u003cp>Exploring sexuality with others can be scary, confusing, and thrilling, and digital devices make every interaction more consequential. Consent must be given in person, during sexual activity, and whenever a new form of sexual activity is initiated. Many young people communicate and establish relationships through technology. This may provide a false sense of knowing someone, intimacy, or readiness to engage in a sexual relationship. With all of the abbreviations young people use (hu = hookup, wbu = what about you, dtr = define the relationship, etc.), they are in many ways abbreviating relationships. It is important to consider that the only way to truly know if you are comfortable and ready to be sexually active with someone is to actually spend time with them.\u003c/p>\n\u003cp>As adults, we can talk to teenagers about knowing whether they can trust someone and are ready to be more intimate. This means considering whether they are comfortable discussing issues such as consent, how far they want to go, what they are ready to do, etc. If their partner pressures, manipulates, or guilt-trips them into activities they don’t feel ready for, they should consider whether this is a relationship they want to continue.\u003c/p>\n\u003cp>Sex educator, speaker, author, and my personal rock star, Emily Nagoski, has a beautiful garden metaphor I use with my students to deepen their understanding of consent within the context of their sexuality. It goes like this: When you’re born, you’re given a little plot of rich, fertile soil, slightly different from everyone else’s (a.k.a. your brain and your body). Your family and culture (the immediate and broader communities you’re a part of) plant seeds and tend the garden. They also teach you how to tend it. Those seeds are the language, attitudes, knowledge, and habits about love and safety, bodies, and sex.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each garden is unique and has different needs depending on the vegetation those seeds yield. Some gardens may require extra sunlight and water, some may need extra fertilizer or shade, some may be drought-tolerant or need extra vigilance when it comes to weeding out toxic and invasive species. Over time, as you become an adolescent, you start to take on the responsibility of tending your own garden. While discovering what’s in your garden, what it needs, and how to take care of it, you get to choose what gets pulled out and what gets to stay.\u003c/p>\n\u003cp>\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cimg class=\"alignright size-full wp-image-54891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png\" alt=\"\" width=\"183\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png 183w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom-160x240.png 160w\" sizes=\"(max-width: 183px) 100vw, 183px\">\u003c/a>Consent is having the agency to decide who gets to enter your garden and what will happen while you’re there together. It’s the option to choose whether someone comes in and how they behave while they are there—do they play and frolic, or stomp and trample? Consent determines how long they get to stay, and whether they get to plant something or take anything with them when they leave. You should ask before entering someone else’s garden. Honor it because it’s theirs. And anyone you let into your garden should help it thrive.\u003c/p>\n\u003cp>\u003cstrong>Parent–Teen Conversation Starters\u003c/strong>\u003c/p>\n\u003cp>My students give me the best advice for how to approach conversations with teenagers. Be concise and focused. Allow your teen to guide the conversation. Talk less and listen more. It’s OK to say “I don’t know.” Stay open to different perspectives. Avoid letting the conversation become a family debate. Worry less about what your teen is doing and more about how they feel about it. Have many smaller conversations over time in different contexts. My students also emphasize the importance of selecting questions from the list below that will resonate with your own teenager. Every teen is unique and up to different things and dealing with different issues, so be selective with the questions you choose.\u003c/p>\n\u003cblockquote>\u003cp>In your own words, what is consent? What are some examples of consent that come up in everyday life?\u003c/p>\n\u003cp>What’s the value of consent? How does it relate to healthy relationships?\u003c/p>\n\u003cp>What are some examples of asking for consent?\u003c/p>\n\u003cp>What does it feel like when someone doesn’t respect your right to choose for yourself? How do/can you respond?\u003c/p>\n\u003cp>How can you connect your understanding of everyday consent to sexual consent?\u003c/p>\n\u003cp>Why are some people trying to change the notion of consent from “no means no” to “yes means yes”? What is the difference, and do you agree or disagree?\u003c/p>\n\u003cp>What are some examples of consensual questions for the following: asking someone out; deciding how you’re going to spend time together; or being sexually intimate with someone?\u003c/p>\n\u003cp>What are the circumstances in which consent cannot be given?\u003c/p>\n\u003cp>What are some important characteristics of a sexual relationship beyond consent?\u003c/p>\n\u003cp>\u003cem>Resources: \u003c/em>\u003cem>Everyday Feminism magazine has a helpful online comic strip titled What If We Treated All Consent Like Society Treats Sexual Consent?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Straight Answers to Teen Questions\u003c/strong>\u003c/p>\n\u003ch2>\u003cem>Why is “yes means yes” better than “no means no”?\u003c/em>\u003c/h2>\n\u003cp>“Yes means yes” comes from the media’s coverage of recent affirmative consent laws (“affirmative” is the legal language used that requires someone to ask for agreement to initiate a level of intimacy). Until affirmative consent laws were created, the phrase “no means no” reflected widely held thinking around consent and sexual assault. It meant that if someone said no to a sexual act, the person initiating the activity should respect that boundary and stop what they are doing. This is still important. If someone doesn’t want to engage in a sexual act, they can say no and the other person should stop or it might be considered sexual assault.\u003c/p>\n\u003cp>“Yes means yes” is an improvement on “no means no,” because “no means no” assumes yes until that person expresses their discomfort by literally saying the word no. Ideally, all people would feel comfortable and confident enough during a sexual encounter to say no. Unfortunately, that isn’t always the case, especially with young people. Asking for affirmative consent, if the question truly allows for either answer, expresses respect and care for a partner’s sexual experience. It is also more positive because it affirms desire and hopefully leads to better sexual communication. It is the kind of communication that ideally should happen during sex and in healthy relationships. Beyond yes is enthusiastic consent, which means not only does the other person agree to what you’re doing together, but also they genuinely desire it and they’re excited about it.\u003c/p>\n\u003ch2>\u003cem>What would be considered “another level of intimacy”?\u003c/em>\u003c/h2>\n\u003cp>An example of another level of intimacy might be going from making out with someone to taking their clothes off, or when two people are feeling each other up and one reaches into the other’s pants. Another example is when someone goes from intimate touching to moving down the other person’s body to give oral sex. Different people experience different levels of intimacy in different sexual situations. Some people may feel that kissing is more intimate than genital touching. Others may think that genital-to-genital intercourse is more intimate than oral intercourse. It depends on the person, so ask and pay attention to how your partner responds.\u003c/p>\n\u003ch2>\u003cem>Do I have to ask for consent even if I’m really close to the person?\u003c/em>\u003c/h2>\n\u003cp>Yes, you must ask for consent even if you’re really close to your sexual partner. A preexisting relationship does not equal consent. There are many benefits to knowing your partner. In a healthy relationship, trust and care are built over time. This allows for both partners to communicate without fear of being judged. Sometimes, consent is wordless between people who know each other really well. Communication happens with body language, facial expression, and pleasurable sounds. Still, paying attention to context is important for everyone. The context or circumstances that surround the sexual activity can change within moments and may influence how someone feels sexually, and it is important to understand that context may influence consent. And if the consent is wordless, the partners involved must be attentive to each other and make sure that whatever is happening between them is something they both want.\u003c/p>\n\u003ch2>\u003cem>When do I have the right to say no? When is it socially acceptable?\u003c/em>\u003c/h2>\n\u003cp>You have the right to say no at any time in a relationship or within a sexual experience. The answer to the second question will likely vary depending on who you talk to. We live in a sex-negative culture (one that focuses on objectification, sexualization, sex stigma, and body-shaming) that doesn’t always promote healthy perspectives on sexuality, especially for young people. It may seem and feel like you have to say yes because that is what you see in the media or what you hear from your friends. A sex-positive and sexually healthy society would make it socially acceptable to say no to sexual activity whenever you feel you want or need to. Remember that you are under no obligation to engage in behavior you don’t feel ready for, no matter the circumstances.\u003c/p>\n\u003cp>There are different ways to say no that you may want to consider. Within any type of relationship, be clear with your no. If you are in a healthy relationship, engage in a conversation with care and respect, so you can talk through what you’re both thinking and feeling. What your partner wants matters. Being a considerate and generous lover is mature and responsible. Encouraging people to talk openly about consent, and the ability to say yes and no, benefits everyone. Everyone deserves that kind of respect from a partner, and it makes for a healthier relationship.\u003c/p>\n\u003cp>If you are saying no in a hookup situation, be clear and assertive. If you and your partner are engaged in a respectful sexual encounter and care about each other’s experience, it should be OK to engage in open and honest dialogue. You could say, “I’m not comfortable with that but would be comfortable with [activity].” If your partner only seems to care about getting off physically and doesn’t consider your experience, then be clear and direct with your no and end the hookup. Bottom line: you have the right to say no.\u003c/p>\n\u003ch2>\u003cem>Can someone give consent if they are drunk?\u003c/em>\u003c/h2>\n\u003cp>No. The legal language of affirmative consent legislation for being drunk or intoxicated is “incapacitated.” A person cannot give consent if they are incapacitated, which means they aren’t able to think clearly because they are under the influence of a substance or drug (alcohol is considered a drug). The point at which someone becomes incapacitated is different depending on many variables, including genetics, size, tolerance, how much of a substance they consumed, what kind of substance they consumed, when and how they took the substance, if they had recently eaten, or if the substance had an additional substance in it. If someone reports a nonconsensual experience and the people involved were incapacitated, the police or authorities on a school’s campus (if it took place at school) will investigate to determine whether the people involved were incapacitated and if this impacted the situation.\u003c/p>\n\u003ch2>\u003cem>If I send a nude or “dick pic,” does that count as consent?\u003c/em>\u003c/h2>\n\u003cp>No. You cannot give consent to sexual activity over a phone or other digital device, especially if you are under the age of eighteen. Nudes do not equal consent. In fact, unless someone asks for a nude photo, it can be considered sexual harassment. And if you’re under eighteen, taking sexually explicit photos of yourself and “sexting”—sending nude photos—is considered trafficking in child pornography and is against federal law. Some states have teen sexting laws to deal with this common issue because the consequences for teens who violate federal law can be severe. Remember, too, that what is on your device and what you send to others is essentially public. Just because the photos disappear from your phone doesn’t mean that someone didn’t screenshot and forward or save them. If you send a nude photo, you should expect that it will probably become public at some point and may be circulated. Would you want your family, employer, college admissions officer, or future romantic interest to see it? Probably not.\u003c/p>\n\u003ch2>\u003cem>What if I’m comfortable doing something sexual with a guy but not a girl?\u003c/em>\u003c/h2>\n\u003cp>Your body belongs to you; you get to choose how to touch and be touched. The guidelines are the same for managing what’s going on while you explore sexuality with someone, regardless of gender. No matter the person and how they identify, it’s important to communicate your desires and limitations and to listen and ask for theirs. Mutual respect doesn’t depend on how someone identifies. Communicate with a potential sexual partner in the moment. If they are safe and OK to be with you sexually, it’s OK to do what you want and don’t want. Period.\u003c/p>\n\u003ch2>\u003cem>Isn’t it OK to push just a little to try to persuade someone to go further? I’m not going to force someone, of course, but what if they just need a little convincing?\u003c/em>\u003c/h2>\n\u003cp>Nope. Not OK to push even just a little. The need for any sort of persuasion makes the situation nonconsensual. Coercion, or saying things like “C’mon, it’ll feel good,” “Just relax, don’t worry about it,” “If you like me you’ll do this,” or “Everyone does this, what’s wrong with you?” is not consent. Adding social power or leverage to the dynamic is also not consent. Saying things like “C’mon, don’t you want to be first pick of the team next year? You know I’m the captain,” “If you don’t do this, I’ll have to post those pictures you sent me,” or “You don’t want everyone to know you’re gay, do you?” is not consent. It is coercive and exploitive. It is manipulative, unhealthy, bullyish, and disrespectful to pressure someone into second-guessing themselves and compromising their emotional and physical safety; if taken too far it can even constitute assault.\u003c/p>\n\u003ch2>\u003cem>Can consensual sex be regrettable?\u003c/em>\u003c/h2>\n\u003cp>Yes. If consent is asked for and given, without the influence of substances, the impairment of a mental or physical disability, coercion or age disparity (one partner is over eighteen, the other is under eighteen), then the sex is legal. Just because the sex is legal, however, doesn’t mean it’s right. If it isn’t consented to for the right reasons—for instance, someone wasn’t ready, the sex wasn’t physically or emotionally safe, or someone else’s well-being is impacted (like a friend is betrayed)—someone may regret having participated in it. Legal sex is not necessarily ethical or “good” sex. Ethical sex is legal and takes into account the well-being of the participants and others who may be impacted by their actions. Good sex is legal, ethical, and feels pleasurable and satisfying for both partners. To avoid regrettable albeit consensual sex, make sure you choose to engage in sexual activity for your right reasons.\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cem>\u003cimg class=\"alignleft size-full wp-image-54807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/Shafia-Zaloom-e1573590854543.jpg\" alt=\"\" width=\"250\" height=\"263\">Shafia Zaloom\u003c/em>\u003c/a>\u003cem> is author of \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between. \u003c/a>She is a health educator and consultant whose work centers on human development, community building, ethics, and social justice. \u003c/em>\u003c/span>\u003cem>\u003cspan class=\"s1\">Her approach involves creating opportunities for students and teachers to discuss the complexities of teen culture and decision-making with straight-forward, open and honest dialogue. Shafia has worked with thousands of children and their families in her role \u003c/span>\u003c/em>\u003cem>\u003cspan class=\"s1\">as teacher, coach, administrator, board member, and outdoor educator. Shafia is currently the health teacher at the Urban School in San Francisco, and develops curricula and trainings for schools across the country. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9lh4XkuG_1A\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between: The New and Necessary Conversations Today's Teenagers Need to Have about Consent, Sexual Harassment, \u003c/a>\u003ca href=\"http://www.shafiazaloom.com/the-book\">Healthy Relationships, Love, and More\u003c/a> by Shafia Zaloom.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shafia Zaloom \u003c/strong>\u003c/p>\n\u003cp>Exploring sexuality with others can be scary, confusing, and thrilling, and digital devices make every interaction more consequential. Consent must be given in person, during sexual activity, and whenever a new form of sexual activity is initiated. Many young people communicate and establish relationships through technology. This may provide a false sense of knowing someone, intimacy, or readiness to engage in a sexual relationship. With all of the abbreviations young people use (hu = hookup, wbu = what about you, dtr = define the relationship, etc.), they are in many ways abbreviating relationships. It is important to consider that the only way to truly know if you are comfortable and ready to be sexually active with someone is to actually spend time with them.\u003c/p>\n\u003cp>As adults, we can talk to teenagers about knowing whether they can trust someone and are ready to be more intimate. This means considering whether they are comfortable discussing issues such as consent, how far they want to go, what they are ready to do, etc. If their partner pressures, manipulates, or guilt-trips them into activities they don’t feel ready for, they should consider whether this is a relationship they want to continue.\u003c/p>\n\u003cp>Sex educator, speaker, author, and my personal rock star, Emily Nagoski, has a beautiful garden metaphor I use with my students to deepen their understanding of consent within the context of their sexuality. It goes like this: When you’re born, you’re given a little plot of rich, fertile soil, slightly different from everyone else’s (a.k.a. your brain and your body). Your family and culture (the immediate and broader communities you’re a part of) plant seeds and tend the garden. They also teach you how to tend it. Those seeds are the language, attitudes, knowledge, and habits about love and safety, bodies, and sex.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each garden is unique and has different needs depending on the vegetation those seeds yield. Some gardens may require extra sunlight and water, some may need extra fertilizer or shade, some may be drought-tolerant or need extra vigilance when it comes to weeding out toxic and invasive species. Over time, as you become an adolescent, you start to take on the responsibility of tending your own garden. While discovering what’s in your garden, what it needs, and how to take care of it, you get to choose what gets pulled out and what gets to stay.\u003c/p>\n\u003cp>\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cimg class=\"alignright size-full wp-image-54891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png\" alt=\"\" width=\"183\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png 183w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom-160x240.png 160w\" sizes=\"(max-width: 183px) 100vw, 183px\">\u003c/a>Consent is having the agency to decide who gets to enter your garden and what will happen while you’re there together. It’s the option to choose whether someone comes in and how they behave while they are there—do they play and frolic, or stomp and trample? Consent determines how long they get to stay, and whether they get to plant something or take anything with them when they leave. You should ask before entering someone else’s garden. Honor it because it’s theirs. And anyone you let into your garden should help it thrive.\u003c/p>\n\u003cp>\u003cstrong>Parent–Teen Conversation Starters\u003c/strong>\u003c/p>\n\u003cp>My students give me the best advice for how to approach conversations with teenagers. Be concise and focused. Allow your teen to guide the conversation. Talk less and listen more. It’s OK to say “I don’t know.” Stay open to different perspectives. Avoid letting the conversation become a family debate. Worry less about what your teen is doing and more about how they feel about it. Have many smaller conversations over time in different contexts. My students also emphasize the importance of selecting questions from the list below that will resonate with your own teenager. Every teen is unique and up to different things and dealing with different issues, so be selective with the questions you choose.\u003c/p>\n\u003cblockquote>\u003cp>In your own words, what is consent? What are some examples of consent that come up in everyday life?\u003c/p>\n\u003cp>What’s the value of consent? How does it relate to healthy relationships?\u003c/p>\n\u003cp>What are some examples of asking for consent?\u003c/p>\n\u003cp>What does it feel like when someone doesn’t respect your right to choose for yourself? How do/can you respond?\u003c/p>\n\u003cp>How can you connect your understanding of everyday consent to sexual consent?\u003c/p>\n\u003cp>Why are some people trying to change the notion of consent from “no means no” to “yes means yes”? What is the difference, and do you agree or disagree?\u003c/p>\n\u003cp>What are some examples of consensual questions for the following: asking someone out; deciding how you’re going to spend time together; or being sexually intimate with someone?\u003c/p>\n\u003cp>What are the circumstances in which consent cannot be given?\u003c/p>\n\u003cp>What are some important characteristics of a sexual relationship beyond consent?\u003c/p>\n\u003cp>\u003cem>Resources: \u003c/em>\u003cem>Everyday Feminism magazine has a helpful online comic strip titled What If We Treated All Consent Like Society Treats Sexual Consent?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Straight Answers to Teen Questions\u003c/strong>\u003c/p>\n\u003ch2>\u003cem>Why is “yes means yes” better than “no means no”?\u003c/em>\u003c/h2>\n\u003cp>“Yes means yes” comes from the media’s coverage of recent affirmative consent laws (“affirmative” is the legal language used that requires someone to ask for agreement to initiate a level of intimacy). Until affirmative consent laws were created, the phrase “no means no” reflected widely held thinking around consent and sexual assault. It meant that if someone said no to a sexual act, the person initiating the activity should respect that boundary and stop what they are doing. This is still important. If someone doesn’t want to engage in a sexual act, they can say no and the other person should stop or it might be considered sexual assault.\u003c/p>\n\u003cp>“Yes means yes” is an improvement on “no means no,” because “no means no” assumes yes until that person expresses their discomfort by literally saying the word no. Ideally, all people would feel comfortable and confident enough during a sexual encounter to say no. Unfortunately, that isn’t always the case, especially with young people. Asking for affirmative consent, if the question truly allows for either answer, expresses respect and care for a partner’s sexual experience. It is also more positive because it affirms desire and hopefully leads to better sexual communication. It is the kind of communication that ideally should happen during sex and in healthy relationships. Beyond yes is enthusiastic consent, which means not only does the other person agree to what you’re doing together, but also they genuinely desire it and they’re excited about it.\u003c/p>\n\u003ch2>\u003cem>What would be considered “another level of intimacy”?\u003c/em>\u003c/h2>\n\u003cp>An example of another level of intimacy might be going from making out with someone to taking their clothes off, or when two people are feeling each other up and one reaches into the other’s pants. Another example is when someone goes from intimate touching to moving down the other person’s body to give oral sex. Different people experience different levels of intimacy in different sexual situations. Some people may feel that kissing is more intimate than genital touching. Others may think that genital-to-genital intercourse is more intimate than oral intercourse. It depends on the person, so ask and pay attention to how your partner responds.\u003c/p>\n\u003ch2>\u003cem>Do I have to ask for consent even if I’m really close to the person?\u003c/em>\u003c/h2>\n\u003cp>Yes, you must ask for consent even if you’re really close to your sexual partner. A preexisting relationship does not equal consent. There are many benefits to knowing your partner. In a healthy relationship, trust and care are built over time. This allows for both partners to communicate without fear of being judged. Sometimes, consent is wordless between people who know each other really well. Communication happens with body language, facial expression, and pleasurable sounds. Still, paying attention to context is important for everyone. The context or circumstances that surround the sexual activity can change within moments and may influence how someone feels sexually, and it is important to understand that context may influence consent. And if the consent is wordless, the partners involved must be attentive to each other and make sure that whatever is happening between them is something they both want.\u003c/p>\n\u003ch2>\u003cem>When do I have the right to say no? When is it socially acceptable?\u003c/em>\u003c/h2>\n\u003cp>You have the right to say no at any time in a relationship or within a sexual experience. The answer to the second question will likely vary depending on who you talk to. We live in a sex-negative culture (one that focuses on objectification, sexualization, sex stigma, and body-shaming) that doesn’t always promote healthy perspectives on sexuality, especially for young people. It may seem and feel like you have to say yes because that is what you see in the media or what you hear from your friends. A sex-positive and sexually healthy society would make it socially acceptable to say no to sexual activity whenever you feel you want or need to. Remember that you are under no obligation to engage in behavior you don’t feel ready for, no matter the circumstances.\u003c/p>\n\u003cp>There are different ways to say no that you may want to consider. Within any type of relationship, be clear with your no. If you are in a healthy relationship, engage in a conversation with care and respect, so you can talk through what you’re both thinking and feeling. What your partner wants matters. Being a considerate and generous lover is mature and responsible. Encouraging people to talk openly about consent, and the ability to say yes and no, benefits everyone. Everyone deserves that kind of respect from a partner, and it makes for a healthier relationship.\u003c/p>\n\u003cp>If you are saying no in a hookup situation, be clear and assertive. If you and your partner are engaged in a respectful sexual encounter and care about each other’s experience, it should be OK to engage in open and honest dialogue. You could say, “I’m not comfortable with that but would be comfortable with [activity].” If your partner only seems to care about getting off physically and doesn’t consider your experience, then be clear and direct with your no and end the hookup. Bottom line: you have the right to say no.\u003c/p>\n\u003ch2>\u003cem>Can someone give consent if they are drunk?\u003c/em>\u003c/h2>\n\u003cp>No. The legal language of affirmative consent legislation for being drunk or intoxicated is “incapacitated.” A person cannot give consent if they are incapacitated, which means they aren’t able to think clearly because they are under the influence of a substance or drug (alcohol is considered a drug). The point at which someone becomes incapacitated is different depending on many variables, including genetics, size, tolerance, how much of a substance they consumed, what kind of substance they consumed, when and how they took the substance, if they had recently eaten, or if the substance had an additional substance in it. If someone reports a nonconsensual experience and the people involved were incapacitated, the police or authorities on a school’s campus (if it took place at school) will investigate to determine whether the people involved were incapacitated and if this impacted the situation.\u003c/p>\n\u003ch2>\u003cem>If I send a nude or “dick pic,” does that count as consent?\u003c/em>\u003c/h2>\n\u003cp>No. You cannot give consent to sexual activity over a phone or other digital device, especially if you are under the age of eighteen. Nudes do not equal consent. In fact, unless someone asks for a nude photo, it can be considered sexual harassment. And if you’re under eighteen, taking sexually explicit photos of yourself and “sexting”—sending nude photos—is considered trafficking in child pornography and is against federal law. Some states have teen sexting laws to deal with this common issue because the consequences for teens who violate federal law can be severe. Remember, too, that what is on your device and what you send to others is essentially public. Just because the photos disappear from your phone doesn’t mean that someone didn’t screenshot and forward or save them. If you send a nude photo, you should expect that it will probably become public at some point and may be circulated. Would you want your family, employer, college admissions officer, or future romantic interest to see it? Probably not.\u003c/p>\n\u003ch2>\u003cem>What if I’m comfortable doing something sexual with a guy but not a girl?\u003c/em>\u003c/h2>\n\u003cp>Your body belongs to you; you get to choose how to touch and be touched. The guidelines are the same for managing what’s going on while you explore sexuality with someone, regardless of gender. No matter the person and how they identify, it’s important to communicate your desires and limitations and to listen and ask for theirs. Mutual respect doesn’t depend on how someone identifies. Communicate with a potential sexual partner in the moment. If they are safe and OK to be with you sexually, it’s OK to do what you want and don’t want. Period.\u003c/p>\n\u003ch2>\u003cem>Isn’t it OK to push just a little to try to persuade someone to go further? I’m not going to force someone, of course, but what if they just need a little convincing?\u003c/em>\u003c/h2>\n\u003cp>Nope. Not OK to push even just a little. The need for any sort of persuasion makes the situation nonconsensual. Coercion, or saying things like “C’mon, it’ll feel good,” “Just relax, don’t worry about it,” “If you like me you’ll do this,” or “Everyone does this, what’s wrong with you?” is not consent. Adding social power or leverage to the dynamic is also not consent. Saying things like “C’mon, don’t you want to be first pick of the team next year? You know I’m the captain,” “If you don’t do this, I’ll have to post those pictures you sent me,” or “You don’t want everyone to know you’re gay, do you?” is not consent. It is coercive and exploitive. It is manipulative, unhealthy, bullyish, and disrespectful to pressure someone into second-guessing themselves and compromising their emotional and physical safety; if taken too far it can even constitute assault.\u003c/p>\n\u003ch2>\u003cem>Can consensual sex be regrettable?\u003c/em>\u003c/h2>\n\u003cp>Yes. If consent is asked for and given, without the influence of substances, the impairment of a mental or physical disability, coercion or age disparity (one partner is over eighteen, the other is under eighteen), then the sex is legal. Just because the sex is legal, however, doesn’t mean it’s right. If it isn’t consented to for the right reasons—for instance, someone wasn’t ready, the sex wasn’t physically or emotionally safe, or someone else’s well-being is impacted (like a friend is betrayed)—someone may regret having participated in it. Legal sex is not necessarily ethical or “good” sex. Ethical sex is legal and takes into account the well-being of the participants and others who may be impacted by their actions. Good sex is legal, ethical, and feels pleasurable and satisfying for both partners. To avoid regrettable albeit consensual sex, make sure you choose to engage in sexual activity for your right reasons.\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cem>\u003cimg class=\"alignleft size-full wp-image-54807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/Shafia-Zaloom-e1573590854543.jpg\" alt=\"\" width=\"250\" height=\"263\">Shafia Zaloom\u003c/em>\u003c/a>\u003cem> is author of \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between. \u003c/a>She is a health educator and consultant whose work centers on human development, community building, ethics, and social justice. \u003c/em>\u003c/span>\u003cem>\u003cspan class=\"s1\">Her approach involves creating opportunities for students and teachers to discuss the complexities of teen culture and decision-making with straight-forward, open and honest dialogue. Shafia has worked with thousands of children and their families in her role \u003c/span>\u003c/em>\u003cem>\u003cspan class=\"s1\">as teacher, coach, administrator, board member, and outdoor educator. Shafia is currently the health teacher at the Urban School in San Francisco, and develops curricula and trainings for schools across the country. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
"title": "Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It",
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"content": "\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How A School Prioritizes Character as Much as Academics",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"description": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"headline": "How A School Prioritizes Character as Much as Academics",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"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": {
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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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"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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"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",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"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",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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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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"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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"hidden-brain": {
"id": "hidden-brain",
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"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"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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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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"order": 15
},
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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",
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"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/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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",
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