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"content": "\u003cp>David Thomas and I met when we were about 5 years old. We celebrated his 26th birthday last weekend, marking roughly two decades of friendship. Once, while walking down the street, a man looked at us and said, \"Ain't it \u003ca href=\"https://youtu.be/pPkwHqhhCSE\">Harold and Kumar\u003c/a>!\" He was almost certainly making light of our race, but perhaps he also saw how comfortable we were with each other. The comparison fits in more ways than one since David is my oldest and closest friend.\u003c/p>\n\u003cp>David is an M.D.-Ph.D. student now, and I'm a science reporter. We've both read research on the effect friendships can have on mental health, and a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12905/full\">study\u003c/a> published Monday in \u003cem>Child Development\u003c/em> seemed particularly relevant to us. The research suggests that bonds from adolescence might have an outsized role in a person's mental health for years.\u003c/p>\n\u003cp>\"The findings are giving us some good evidence for the importance of adolescent friendships, not just short-term but into adulthood,\" says \u003ca href=\"https://open.library.emory.edu/profiles/cbagwel/\">Catherine Bagwell\u003c/a>, a psychologist at Emory University's Oxford College, who was not involved with the study. \"We haven't had too many robust, rigorous findings like this.\"\u003c/p>\n\u003cp>The researchers followed 169 people for 10 years, starting when they were 15 years old. At age 15 and again at 16, the participants were asked to bring in their closest friends for one-on-one interviews with the researchers.\u003c/p>\n\u003cp>\"[They were asked] how much trust there is, how good communication is and how alienated they feel in the relationship,\" says Rachel Narr, the lead author on the study and a doctoral student in psychology at the University of Virginia. Each year, the original participants were also given questionnaires to assess levels of anxiety, depression and self-worth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Narr says that when she watched videos made in the early years of the study of the teens asking their best friends for advice or support or talking through a disagreement, it was easy to tell which relationships were strong. \"These teens tend to be open with one another about difficult topics, and they're more engaged with one another and helping the other person and connecting with the other person,\" she says.\u003c/p>\n\u003cp>Those strong relationships are paying dividends in adulthood, the study found. When the researchers evaluated the participants at the conclusion of the study, the ones who had close, emotional links showed improvement in their levels of anxiety, depression and self-worth. In other words, they reported less depression and anxiety and more self-worth at 25 than they had at 15 and 16.\u003c/p>\n\u003cp>\"It surprised me how much better they were doing,\" Narr says. While the researchers believe there is more driving the drop in depressive symptoms than just the friendships, they're confident the strong relationships play a meaningful part.\u003c/p>\n\u003cfigure id=\"attachment_49120\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-49120\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg\" alt=\"\" width=\"200\" height=\"132\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The author Angus Chen (left) and his best friend David Thomas as high school students. \u003ccite>(Courtesy of Angus Chen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Those who had more stable relationships — who brought the same best friend to the study at 15 and again at 16 — seemed to do the best, Narr says. The participants who didn't exhibit the same kind of closeness with their friends didn't show much change in symptoms of depression and anxiety or in their sense of self-worth over the study's 10 years.\u003c/p>\n\u003cp>Narr and her colleagues also looked at how popular or well-liked the participants were at 15 or 16 to see whether those factors had more to do with the drop in depression and rise in self-worth than having close friends. But the researchers only saw a correlation with strong friendships.\u003c/p>\n\u003cp>It's tough to know exactly what is going on, but Bagwell says psychologists have a few good ideas. One is that unwavering support acts as a kind of protective buffer against insults to your self-worth or feelings of depression. That can be especially beneficial during adolescence, a formative period when peer feedback has extra gravity, Narr adds.\u003c/p>\n\u003cp>These friendships could help with people's emotional development, too. Adolescent relationships might help people learn certain social and emotional skills that benefit them for life, says \u003ca href=\"http://psy2.fau.edu/~laursen/\">Brett Laursen\u003c/a>, a psychologist at Florida Atlantic University. Like Bagwell, though, he is quick to point out the caveat that science hasn't pinpointed the exact mechanism.\u003c/p>\n\u003cp>\"Most of this is purely speculative,\" he says. \"Hand waving.\" In his own work, Laursen found that people with teen friendships were happier by the time they were nearly 50 years old compared with those without friends as adolescents.\u003c/p>\n\u003cp>Bagwell raises the element of timing. For the first time in their lives, teenagers are able to form deep ties with their peers, she says. \"It's the kind of relationship that [teens] are developmentally ready for.\" It's the first opportunity for people to learn how to be trusting and vulnerable with another person, and using those skills to establish closer, more stable relationships throughout life may be beneficial as well.\u003c/p>\n\u003cp>\"These friendships are the building blocks for supportive, positive romantic relationships,\" Bagwell says, noting that other relationships – like close friendships or romantic partners later in life – could serve the same purpose. \"This doesn't mean that someone without a close friendship in adolescence is doomed.\"\u003c/p>\n\u003cp>I know that I would not be the same person without David's towering 20-year presence in my life. Our friendship took on new meaning when we were teenagers, and my dad relocated to Singapore. It was the start of our senior year of high school, and I ended up living in my parents' home alone — except when David was there, which he was frequently.\u003c/p>\n\u003cp>That year, David helped me do almost everything at a time when we hadn't quite figured out how to take care of ourselves. We learned to cook together. He helped me clean up the house. He picked me up when I didn't have a car and before I got my driver's license. It was a lot of quotidian stuff, but it helped me survive.\u003c/p>\n\u003cp>Over the years, we've also helped each other get through some bigger stuff: moves and breakups and mental health crises. David was one of the first people to listen to my messes or faults without judgment and whose criticisms I could take without frustration.\u003c/p>\n\u003cp>We talked about Narr's study last weekend, and we saw ourselves. Yes, the mechanisms behind how best friendships change one's mental well-being may be hazy at best — \"hand waving,\" as Laursen says. But the study found that simply the presence of a best friend matters, and that makes sense to us.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I can think of so many instances where it was just having you around,\" David told me. In retrospect, he said later, \"even just knowing you were going to be my friend was pretty important.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+A+Best+Friend+In+Your+Teenage+Years+Could+Benefit+You+For+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>David Thomas and I met when we were about 5 years old. We celebrated his 26th birthday last weekend, marking roughly two decades of friendship. Once, while walking down the street, a man looked at us and said, \"Ain't it \u003ca href=\"https://youtu.be/pPkwHqhhCSE\">Harold and Kumar\u003c/a>!\" He was almost certainly making light of our race, but perhaps he also saw how comfortable we were with each other. The comparison fits in more ways than one since David is my oldest and closest friend.\u003c/p>\n\u003cp>David is an M.D.-Ph.D. student now, and I'm a science reporter. We've both read research on the effect friendships can have on mental health, and a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12905/full\">study\u003c/a> published Monday in \u003cem>Child Development\u003c/em> seemed particularly relevant to us. The research suggests that bonds from adolescence might have an outsized role in a person's mental health for years.\u003c/p>\n\u003cp>\"The findings are giving us some good evidence for the importance of adolescent friendships, not just short-term but into adulthood,\" says \u003ca href=\"https://open.library.emory.edu/profiles/cbagwel/\">Catherine Bagwell\u003c/a>, a psychologist at Emory University's Oxford College, who was not involved with the study. \"We haven't had too many robust, rigorous findings like this.\"\u003c/p>\n\u003cp>The researchers followed 169 people for 10 years, starting when they were 15 years old. At age 15 and again at 16, the participants were asked to bring in their closest friends for one-on-one interviews with the researchers.\u003c/p>\n\u003cp>\"[They were asked] how much trust there is, how good communication is and how alienated they feel in the relationship,\" says Rachel Narr, the lead author on the study and a doctoral student in psychology at the University of Virginia. Each year, the original participants were also given questionnaires to assess levels of anxiety, depression and self-worth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Narr says that when she watched videos made in the early years of the study of the teens asking their best friends for advice or support or talking through a disagreement, it was easy to tell which relationships were strong. \"These teens tend to be open with one another about difficult topics, and they're more engaged with one another and helping the other person and connecting with the other person,\" she says.\u003c/p>\n\u003cp>Those strong relationships are paying dividends in adulthood, the study found. When the researchers evaluated the participants at the conclusion of the study, the ones who had close, emotional links showed improvement in their levels of anxiety, depression and self-worth. In other words, they reported less depression and anxiety and more self-worth at 25 than they had at 15 and 16.\u003c/p>\n\u003cp>\"It surprised me how much better they were doing,\" Narr says. While the researchers believe there is more driving the drop in depressive symptoms than just the friendships, they're confident the strong relationships play a meaningful part.\u003c/p>\n\u003cfigure id=\"attachment_49120\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-49120\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg\" alt=\"\" width=\"200\" height=\"132\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The author Angus Chen (left) and his best friend David Thomas as high school students. \u003ccite>(Courtesy of Angus Chen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Those who had more stable relationships — who brought the same best friend to the study at 15 and again at 16 — seemed to do the best, Narr says. The participants who didn't exhibit the same kind of closeness with their friends didn't show much change in symptoms of depression and anxiety or in their sense of self-worth over the study's 10 years.\u003c/p>\n\u003cp>Narr and her colleagues also looked at how popular or well-liked the participants were at 15 or 16 to see whether those factors had more to do with the drop in depression and rise in self-worth than having close friends. But the researchers only saw a correlation with strong friendships.\u003c/p>\n\u003cp>It's tough to know exactly what is going on, but Bagwell says psychologists have a few good ideas. One is that unwavering support acts as a kind of protective buffer against insults to your self-worth or feelings of depression. That can be especially beneficial during adolescence, a formative period when peer feedback has extra gravity, Narr adds.\u003c/p>\n\u003cp>These friendships could help with people's emotional development, too. Adolescent relationships might help people learn certain social and emotional skills that benefit them for life, says \u003ca href=\"http://psy2.fau.edu/~laursen/\">Brett Laursen\u003c/a>, a psychologist at Florida Atlantic University. Like Bagwell, though, he is quick to point out the caveat that science hasn't pinpointed the exact mechanism.\u003c/p>\n\u003cp>\"Most of this is purely speculative,\" he says. \"Hand waving.\" In his own work, Laursen found that people with teen friendships were happier by the time they were nearly 50 years old compared with those without friends as adolescents.\u003c/p>\n\u003cp>Bagwell raises the element of timing. For the first time in their lives, teenagers are able to form deep ties with their peers, she says. \"It's the kind of relationship that [teens] are developmentally ready for.\" It's the first opportunity for people to learn how to be trusting and vulnerable with another person, and using those skills to establish closer, more stable relationships throughout life may be beneficial as well.\u003c/p>\n\u003cp>\"These friendships are the building blocks for supportive, positive romantic relationships,\" Bagwell says, noting that other relationships – like close friendships or romantic partners later in life – could serve the same purpose. \"This doesn't mean that someone without a close friendship in adolescence is doomed.\"\u003c/p>\n\u003cp>I know that I would not be the same person without David's towering 20-year presence in my life. Our friendship took on new meaning when we were teenagers, and my dad relocated to Singapore. It was the start of our senior year of high school, and I ended up living in my parents' home alone — except when David was there, which he was frequently.\u003c/p>\n\u003cp>That year, David helped me do almost everything at a time when we hadn't quite figured out how to take care of ourselves. We learned to cook together. He helped me clean up the house. He picked me up when I didn't have a car and before I got my driver's license. It was a lot of quotidian stuff, but it helped me survive.\u003c/p>\n\u003cp>Over the years, we've also helped each other get through some bigger stuff: moves and breakups and mental health crises. David was one of the first people to listen to my messes or faults without judgment and whose criticisms I could take without frustration.\u003c/p>\n\u003cp>We talked about Narr's study last weekend, and we saw ourselves. Yes, the mechanisms behind how best friendships change one's mental well-being may be hazy at best — \"hand waving,\" as Laursen says. But the study found that simply the presence of a best friend matters, and that makes sense to us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I can think of so many instances where it was just having you around,\" David told me. In retrospect, he said later, \"even just knowing you were going to be my friend was pretty important.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+A+Best+Friend+In+Your+Teenage+Years+Could+Benefit+You+For+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Design a School That Prioritizes Kindness and Caring",
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"content": "\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Making Kindness a Priority Benefits Students",
"title": "How Making Kindness a Priority Benefits Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>He goes by Ice, but Tanapat Treyanurak is known among his peers at Hamilton College for his disarming warmth. He grew up in a village in Thailand, where he lived with two older brothers, his mother and father, and his grandmother. Both parents worked long hours, so Ice spent considerable time with his grandmother, who encouraged him to be kind.\u003c/p>\n\u003cp>At the small international school he attended for 10 years, Ice heard the same message from teachers and coaches: Listen to others, be considerate, think beyond yourself. Ice remembers the unusual kindness of his middle school phys ed teacher, who made a special effort to include and encourage the athletically unskilled, and who never let bullies get away with casual cruelty.\u003c/p>\n\u003cp>Ice absorbed these lessons and has applied them throughout his life. At college in New York, he smiles at everyone, treats strangers he meets like future friends, and sets his own work aside to help others. “More often than not, it pays to smile at people and say ‘hi,’ and to help when I can,” Ice said. He has avoided campus cliques, remaining friendly with disconnected groups, and serves as a resident adviser in one of the student dorms. His conscious effort to be kind “started off as listening to my grandmother and my teachers growing up,” Ice said. “And the more I did it, the more rewarding it became.”\u003c/p>\n\u003cp>Treating others with kindness was at the center of Ice’s family and his school. But for many students in the U.S., the importance of being kind trails behind other cultural values. In a 2014 \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc-research-report.pdf\">Harvard study\u003c/a> of 10,000 middle and high school kids, 80 percent of the students said they value achievement and happiness over caring for others. While 96 percent of parents report that they want above all for their children to be caring, 81 percent of kids said they believe their parents value achievement and happiness more. A similar math holds for students and teachers: 62 percent of kids believe their teachers prize academic success above all. And this thinking affects student behavior: The very same kids who rank caring for others behind happiness and achievement, and who believe their parents want the same, scored low on an empathy scale.\u003c/p>\n\u003cp>It matters that the young learn to be kind because a caring outlook is linked to positive life outcomes across multiple domains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s the basis of a democratic and ethical society,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/richard-weissbourd\">Rick Weissbourd\u003c/a>, author of \u003cem>The Parents We Mean to Be\u003c/em>, who serves as Faculty Director of the Making Caring Common project at Harvard. For free societies to function, citizens need to look beyond narrow self-interest and consider the public good. A singular focus on achievement undercuts the basis of a civil culture, which depends on cooperation and personal sacrifice for the betterment of all.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_Dc91nRSbzQ\u003c/p>\n\u003cp>Wharton psychology professor \u003ca href=\"http://www.adamgrant.net/\">Adam Grant, author of \u003cem>Give and Take\u003c/em>\u003c/a>\u003cem>: A Revolutionary Approach to Success\u003c/em>, has made a career of showing how generosity at work leads to professional advancement. Contrary to the conventional notion that job wins require a kind of ruthless selfishness, especially in business, Grant has found that most who are generous with their ideas and time—and who have figured out how to collaborate and network—have better professional outcomes than their less charitable colleagues. Provided that the “givers” don’t lose sight of their own interests, and so avoid becoming exploited, kind employees advance at higher rates than their self-centered peers.\u003c/p>\n\u003cp>Strong relationships, too, are grounded in kindness. Recent research on marriage reveals that regular acts of kindness and generosity fasten couples together. (Contempt, on the other hand, divides them.) Psychologists John and Julie Gottman, who study marital stability through the \u003ca href=\"https://www.gottman.com/about/research/couples/\">Gottman Institute\u003c/a>, found that particular types of kindness are especially valuable in a marriage: being charitable about the partner’s intention—i.e., not assuming the worst when things go wrong—and celebrating the spouse’s successes. The Gottmans report that this “active constructive responding,” as they call it, when partners react positively and enthusiastically about their mate’s success, is associated with high-quality, long-term relationships.\u003c/p>\n\u003cp>And kids learn more when kindness and tolerance run through a school culture. “The school community functions so much better when kids have strong social-emotional skills,” Weissbourd said. Having empathy, being able to consider another’s perspective, and managing one’s own emotions and actions, all of which are connected to kindness, are linked to \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">academic success\u003c/a>. The converse is also true: schools with hostile cultures, where kids feel threatened and distracted, make learning more difficult. And students who lack trusting relationships with teachers are also at a learning disadvantage.\u003c/p>\n\u003cp>Research shows that social and emotional skills, including kindness, can be taught and learned, and that children benefit from the lessons. According to a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/21291449\">2011 review\u003c/a> of 213 programs designed to teach social and emotional skills in school to children of all ages, kids who took part in the initiatives improved their outlook and behavior toward others. They also had better academic performance and showed improved social-emotional awareness.\u003c/p>\n\u003cp>Some might ask if it makes sense to focus on teaching kids how to get along. Isn’t it important for them to learn how to assert themselves, to speak up for what they believe, regardless of others’ feelings? Alison Cashin, who works alongside Weissbourd at Making Caring Common, believes it’s possible to protest and demand change without resorting to nastiness. Advocacy work and kindness are not mutually exclusive. Indeed, social justice warriors would be wise to see their opponents through a lens of kindness and concern, Cashin said, “so we don’t lose the context of what we’re advocating for.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For those who doubt whether it’s the business of schools to teach children how to be kind, Weissbourd has some questions of his own. “Why is achievement important? Why is happiness important?” He finds the question odd. Kindness, he said, is at the core of what it means to be human. “Being human is to care for other people,” he said. “Why should we teach anything?”\u003c/p>\n\n",
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"excerpt": "Achievement is considered a higher priority than caring for others, according to kids surveyed. But having a school and family culture that values kindness can reap bigger rewards. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>He goes by Ice, but Tanapat Treyanurak is known among his peers at Hamilton College for his disarming warmth. He grew up in a village in Thailand, where he lived with two older brothers, his mother and father, and his grandmother. Both parents worked long hours, so Ice spent considerable time with his grandmother, who encouraged him to be kind.\u003c/p>\n\u003cp>At the small international school he attended for 10 years, Ice heard the same message from teachers and coaches: Listen to others, be considerate, think beyond yourself. Ice remembers the unusual kindness of his middle school phys ed teacher, who made a special effort to include and encourage the athletically unskilled, and who never let bullies get away with casual cruelty.\u003c/p>\n\u003cp>Ice absorbed these lessons and has applied them throughout his life. At college in New York, he smiles at everyone, treats strangers he meets like future friends, and sets his own work aside to help others. “More often than not, it pays to smile at people and say ‘hi,’ and to help when I can,” Ice said. He has avoided campus cliques, remaining friendly with disconnected groups, and serves as a resident adviser in one of the student dorms. His conscious effort to be kind “started off as listening to my grandmother and my teachers growing up,” Ice said. “And the more I did it, the more rewarding it became.”\u003c/p>\n\u003cp>Treating others with kindness was at the center of Ice’s family and his school. But for many students in the U.S., the importance of being kind trails behind other cultural values. In a 2014 \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc-research-report.pdf\">Harvard study\u003c/a> of 10,000 middle and high school kids, 80 percent of the students said they value achievement and happiness over caring for others. While 96 percent of parents report that they want above all for their children to be caring, 81 percent of kids said they believe their parents value achievement and happiness more. A similar math holds for students and teachers: 62 percent of kids believe their teachers prize academic success above all. And this thinking affects student behavior: The very same kids who rank caring for others behind happiness and achievement, and who believe their parents want the same, scored low on an empathy scale.\u003c/p>\n\u003cp>It matters that the young learn to be kind because a caring outlook is linked to positive life outcomes across multiple domains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s the basis of a democratic and ethical society,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/richard-weissbourd\">Rick Weissbourd\u003c/a>, author of \u003cem>The Parents We Mean to Be\u003c/em>, who serves as Faculty Director of the Making Caring Common project at Harvard. For free societies to function, citizens need to look beyond narrow self-interest and consider the public good. A singular focus on achievement undercuts the basis of a civil culture, which depends on cooperation and personal sacrifice for the betterment of all.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_Dc91nRSbzQ'\n title='//www.youtube.com/embed/_Dc91nRSbzQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Wharton psychology professor \u003ca href=\"http://www.adamgrant.net/\">Adam Grant, author of \u003cem>Give and Take\u003c/em>\u003c/a>\u003cem>: A Revolutionary Approach to Success\u003c/em>, has made a career of showing how generosity at work leads to professional advancement. Contrary to the conventional notion that job wins require a kind of ruthless selfishness, especially in business, Grant has found that most who are generous with their ideas and time—and who have figured out how to collaborate and network—have better professional outcomes than their less charitable colleagues. Provided that the “givers” don’t lose sight of their own interests, and so avoid becoming exploited, kind employees advance at higher rates than their self-centered peers.\u003c/p>\n\u003cp>Strong relationships, too, are grounded in kindness. Recent research on marriage reveals that regular acts of kindness and generosity fasten couples together. (Contempt, on the other hand, divides them.) Psychologists John and Julie Gottman, who study marital stability through the \u003ca href=\"https://www.gottman.com/about/research/couples/\">Gottman Institute\u003c/a>, found that particular types of kindness are especially valuable in a marriage: being charitable about the partner’s intention—i.e., not assuming the worst when things go wrong—and celebrating the spouse’s successes. The Gottmans report that this “active constructive responding,” as they call it, when partners react positively and enthusiastically about their mate’s success, is associated with high-quality, long-term relationships.\u003c/p>\n\u003cp>And kids learn more when kindness and tolerance run through a school culture. “The school community functions so much better when kids have strong social-emotional skills,” Weissbourd said. Having empathy, being able to consider another’s perspective, and managing one’s own emotions and actions, all of which are connected to kindness, are linked to \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">academic success\u003c/a>. The converse is also true: schools with hostile cultures, where kids feel threatened and distracted, make learning more difficult. And students who lack trusting relationships with teachers are also at a learning disadvantage.\u003c/p>\n\u003cp>Research shows that social and emotional skills, including kindness, can be taught and learned, and that children benefit from the lessons. According to a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/21291449\">2011 review\u003c/a> of 213 programs designed to teach social and emotional skills in school to children of all ages, kids who took part in the initiatives improved their outlook and behavior toward others. They also had better academic performance and showed improved social-emotional awareness.\u003c/p>\n\u003cp>Some might ask if it makes sense to focus on teaching kids how to get along. Isn’t it important for them to learn how to assert themselves, to speak up for what they believe, regardless of others’ feelings? Alison Cashin, who works alongside Weissbourd at Making Caring Common, believes it’s possible to protest and demand change without resorting to nastiness. Advocacy work and kindness are not mutually exclusive. Indeed, social justice warriors would be wise to see their opponents through a lens of kindness and concern, Cashin said, “so we don’t lose the context of what we’re advocating for.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For those who doubt whether it’s the business of schools to teach children how to be kind, Weissbourd has some questions of his own. “Why is achievement important? Why is happiness important?” He finds the question odd. Kindness, he said, is at the core of what it means to be human. “Being human is to care for other people,” he said. “Why should we teach anything?”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Schools Meet Trauma With Understanding, Not Discipline",
"title": "When Schools Meet Trauma With Understanding, Not Discipline",
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"content": "\u003cp>If you know anything about New Orleans public schools, you probably know this: Hurricane Katrina wiped them out and almost all the schools became privately run charters.\u003c/p>\n\u003cp>Many of those schools subscribed to the \u003cem>no excuses\u003c/em> discipline model — the idea that if you crack down on slight misbehavior, you can prevent bigger issues from erupting.\u003c/p>\n\u003cp>That was also true of Crocker College Prep, an elementary school in New Orleans. It had strict rules about everything. Students had to sit up straight at their desks, eyes tracking the speaker. They had to walk the halls in silence and even wear the right kind of socks. Students who broke these rules, or acted out in other ways, were punished.\u003c/p>\n\u003cp>The thing is, students across New Orleans face high rates of exposure to trauma, but school discipline policies have rarely accounted for that.\u003c/p>\n\u003cp>Crocker College Prep is now one of five New Orleans charter schools in a collective to become more trauma-informed. That means Crocker aims to account for the social, emotional and behavioral needs of all students, and their lives outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://iwesnola.org/\">The Institute of Women and Ethnic Studies\u003c/a> found that kids in New Orleans screen positive for post-traumatic stress disorder at more than \u003ca href=\"http://inthatnumber-iwes.org/about-1/\">three times the national rate\u003c/a>. The institute also found that up to half of all kids have dealt with homicide in some way, with 20 percent actually witnessing murder. And then there's the city's high poverty rate — about 40 percent of kids living below the poverty line. The state's \u003ca href=\"http://www.sentencingproject.org/the-facts/#map\">high incarceration\u003c/a> rate means many children have a parent behind bars.\u003c/p>\n\u003cp>\"Generally there just was really not an understanding of how trauma impacts a child,\" says Paulette Carter, president and CEO of the \u003ca href=\"http://www.childrens-bureau.com/\">Children's Bureau\u003c/a>\u003ca href=\"http://www.childrens-bureau.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> of New Orleans\u003c/a>, a mental health agency for kids and families.\u003c/p>\n\u003cp>\"Teachers and school staff really look at children through the lens of, 'What's wrong with that child?' Versus, 'What happened to that child?' \"\u003c/p>\n\u003cp>Carter says schools, because they have so many children dealing with many different issues, often don't think about the reasons behind behaviors. Mental health workers, like her, though, have learned a lot recently about how trauma changes the brain.\u003c/p>\n\u003cp>\"A kid who's been exposed to trauma ... that fight or flight response is much more developed and stronger,\" Carter says.\u003c/p>\n\u003cfigure id=\"attachment_48336\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48336\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-crockerd_slide-caba9e5b0eec23f99c16622808889369960634c6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Katie Murray starts most school days with a social-emotional learning curriculum for her 7th grade class. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If I'm walking down the hallway and somebody bumps into me, and I don't have a significant trauma history, I'm gonna say 'Oh, sorry, excuse me,' \" she explains. \"Whereas a kid who's been exposed to trauma on an ongoing basis, if somebody bumps into them that might be a threat.\" From there, she says, the survival brain kicks in and reasoning and logic shut down.\u003c/p>\n\u003cp>Crocker has developed ways to help students who are dealing with those experiences. Two full-time social workers hold one-on-one sessions with students who need someone to talk to. Teachers send disruptive students to a room called the wellness center for a meditative time-out that's not supposed to be punishment.\u003c/p>\n\u003cp>If students fight, they first work it out through group discussion. Kids who act up or shut down get extra support, not detention or suspension like they used to. The idea is to tend to life troubles at school, instead of sending kids home.\u003c/p>\n\u003ch3>Sherlae\u003c/h3>\n\u003cp>Sherlae stands in her bedroom and digs through a desk drawer. It's filled with pencils and Sharpies. They're some of the 13-year-old's most cherished possessions, because Sherlae, who goes to Crocker College Prep, loves to write. She fills thick, spiral notebooks with song lyrics and original poetry.\u003c/p>\n\u003cp>\"Most of the time I write my poetry on my bed because it gives me a lot of thoughts right there,\" Sherlae says.\u003c/p>\n\u003cp>We're using Sherlae's middle name to protect her privacy.\u003c/p>\n\u003cp>A while back she says her mom stormed into her room, grabbed all her school work and writing, and threw it in a dumpster down the street.\u003c/p>\n\u003cp>She opens another desk drawer, stuffed full of paper. \"I save all my writing in here,\" she says. \"Because I don't want my mom to throw it away.\"\u003c/p>\n\u003cp>Sherlae says sometimes her mom is great. She'll take her swimming, or riding bikes and they'll have a \"sunshiny day.\"\u003c/p>\n\u003cp>But there are times when her mom goes off her medication, or drinks too much. \"She just turns into a different person,\" Sherlae says. \"And it's like, 'Do I even know you anymore?' \"\u003c/p>\n\u003cp>Sherlae's grandmother, Marie — whose middle name we're also using — has been watching her since she was 3 years old. They're close.\u003c/p>\n\u003cfigure id=\"attachment_48337\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48337\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-s-portrait_slide-b0cc30863d872c2ac4daf020623d4afcc30afbfe-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Sherlae is in seventh grade at Crocker College Prep. She used to put her head down on her desk at school and keep emotions bottled up inside. Then she started meeting with a school social worker. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marie says that a few years ago, Sherlae and her mom were evicted and her mom began cycling in and out of jail. That's when Sherlae's grades started to drop.\u003c/p>\n\u003cp>We reached out to Sherlae's mom, but she declined to speak with us for this story.\u003c/p>\n\u003cp>Some children respond to trauma by disrupting class, starting fights, storming out into the hallways. But when Sherlae's upset, she completely shuts down. \"When you should worry about me is when I'm not paying attention in class,\" she says.\u003c/p>\n\u003cp>During those times she says she's thinking about her mom. \"Why is she doing this and why is it happening to me?\"\u003c/p>\n\u003cp>At Crocker, Sherlae gets help.\u003c/p>\n\u003cp>\"I think she's a really easy kid to just fly under the radar,\" says Rochelle Gauthier, one of two full-time staff social workers at the school. \"Because she's not a behavior problem. She's not causing a lot of disruption.\"\u003c/p>\n\u003cp>But Sherlae was hurting. She had to repeat the fourth grade. Her grandmother asked the school for help and Gauthier was assigned.\u003c/p>\n\u003cp>\"I went and pulled her from class, introduced myself, brought her to my office,\" Gauthier says.\u003c/p>\n\u003cp>Sherlae remembers that day, too: \"She was just wondering, like, what makes you sad when you're in class? What makes you not focus in class? What makes you not be happy?\"\u003c/p>\n\u003cp>The two set up regular appointments. They'd talk through feelings and come up with coping mechanisms, like writing poetry.\u003c/p>\n\u003cp>\"You know, really sadly, kids who struggle with serious depression, who fly under the radar, can end up in the hospital for harming themselves or potentially dead as well,\" Gauthier says.\u003c/p>\n\u003cp>That's something Sherlae says she's thought about.\u003c/p>\n\u003cp>\"My depression about my mom got to the point where one time I said I wanted to hurt myself.\"\u003c/p>\n\u003cp>She'd had an extremely painful interaction with her mom. \"She said she didn't want me around. Like she was saying that she didn't want me in the world anymore and stuff like that.\"\u003c/p>\n\u003cp>Gauthier made her sign a contract promising she wouldn't harm herself and got her into more intensive counseling.\u003c/p>\n\u003cp>Crocker makes an effort to catch quiet kids like Sherlae. Teachers fill out a form for each student, noting things like whether they get easily distracted or seem overly nervous. Teachers also track students' behavior. If they notice a big change, they can tell a social worker. And teachers are now trained to recognize signs of trauma.\u003c/p>\n\u003cp>Sherlae is still dealing with trauma. But, \"after three years of getting lots of counseling and support, I'm noticing, even as those situations continue to happen at home, she's developed so many strong skills and has a support network that it's not affecting her as much as it to used to,\" Gauthier says.\u003c/p>\n\u003cp>Last spring, after years of bad grades, Sherlae reached into her purple backpack and surprised her grandma with a great report card. She wants to keep up the good work, but she knows it's up to her to stay steady. That report card was one of the things her mom threw in the trash.\u003c/p>\n\u003ch3>Principal Boykins\u003c/h3>\n\u003cp>It's a Wednesday morning at Crocker College Prep and Principal Nicole Boykins is posted up on the second floor hallway. Every few seconds she calls to kids to tuck in shirts, to stop running. Then a teacher walks up with third grader. The student is fuming.\u003c/p>\n\u003cp>\"Shane, what's up?\" Boykins asks.\u003c/p>\n\u003cp>He mumbles that he doesn't want to be in class.\u003c/p>\n\u003cp>Rochelle Gauthier is there in the hallway, too. She reminds the boy of some recent success. \"We just had a great outing on Friday. We got to go to the basketball game and do all that because you had two good days.\"\u003c/p>\n\u003cfigure id=\"attachment_48358\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48358\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO.jpg\" alt=\"\" width=\"800\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-768x495.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-520x335.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young children play outside in the fog at Crocker College Prep, an elementary school in New Orleans. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The encouragement doesn't work. Shane runs into the stairwell. Boykins goes after him and gets on a school walkie-talkie, asking for help.\u003c/p>\n\u003cp>\"Shane has been struggling,\" she says, describing a meeting just days before between herself, a social worker, a student dean and Shane's mom.\u003c/p>\n\u003cp>\"Mom thinks Shane is struggling because dad was just sentenced to 20 years,\" Boykins says. While in jail in New Orleans, awaiting sentencing, Shane could visit his father. But the sentencing meant he was transferred to a prison many hours' drive away. \"And now we're struggling significantly,\" Boykins says.\u003c/p>\n\u003cp>This kind of work takes a lot of energy. Three or four staff members might tag team to help one troubled student on any given day. Boykins might spend half her work day working on behavior.\u003c/p>\n\u003cp>She started as a first grade teacher at Crocker. Now she's in charge of about 550 pre-K through eighth grade students.\u003c/p>\n\u003cp>Since Katrina, it's become rare for school leaders to be from New Orleans. Boykins grew up in a neighborhood called Hollygrove, known for patches of violent crime. She says no one talked to her about being a good student or going to college.\u003c/p>\n\u003cp>\"Being from New Orleans, I've experienced a certain level of trauma,\" says Boykins, \"whether in my own home or outside the door.\" She credits coping skills learned at an early age with her success in school and her ability to take on this job. \"Nothing really rattles me.\"\u003c/p>\n\u003cp>She was the middle child, with an older and younger brother. As a kid, she got into a magnet school for junior high and high school. She became the first in her family to graduate from college and then went on get a master's degree in education. She can't really tell you how she did it, other than saying she kept her head down and worked hard.\u003c/p>\n\u003cp>As principal at Crocker, though, she has had to get specific about what coping skills are, how to foster them in her students, and what each child needs.\u003c/p>\n\u003cfigure id=\"attachment_48359\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48359\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO2.jpg\" alt=\"\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-768x482.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A sign in the hallway at Crocker College Prep. Here, students are no longer automatically punished for disruptive behavior. A new approach aims to catch and understand kids whose behavior may be a response to trauma. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"A lot of times teachers want students punished because they say you've wronged me as a teacher,\" says Boykins. \"But remove yourself from the situation and think about what that student needs. Even the students who give teachers the most grief want to be here.\"\u003c/p>\n\u003cp>She describes a student who walked from Elysian Fields Avenue to get to Crocker, a several mile walk.\u003c/p>\n\u003cp>\"I could give him a 30-minute lunch detention,\" says Boykins, \"But do you really think that's going to remedy what his issues are? ... He walked miles to get here. Why?\"\u003c/p>\n\u003cp>Boykins keeps in mind the disproportionate number of black males in New Orleans who get incarcerated. On her bulletin board, next to inspirational quotes and a picture of her own young son, she also keeps a letter from her brother.\u003c/p>\n\u003cp>It's post-marked as inmate mail from Bossier Correctional Facility where her brother went about a year ago. The letter included a list of strict regulations at the prison. Boykins reads it to students, along with excerpts from the letter.\u003c/p>\n\u003cp>\" 'As for me, I'm hanging in there,' \" she recites from the page. \" 'This place where I'm at is so intense. It's set up so you give up, but I can't let them get me.' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was reported with support from the Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Schools+Meet+Trauma+With+Understanding%2C+Not+Discipline&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you know anything about New Orleans public schools, you probably know this: Hurricane Katrina wiped them out and almost all the schools became privately run charters.\u003c/p>\n\u003cp>Many of those schools subscribed to the \u003cem>no excuses\u003c/em> discipline model — the idea that if you crack down on slight misbehavior, you can prevent bigger issues from erupting.\u003c/p>\n\u003cp>That was also true of Crocker College Prep, an elementary school in New Orleans. It had strict rules about everything. Students had to sit up straight at their desks, eyes tracking the speaker. They had to walk the halls in silence and even wear the right kind of socks. Students who broke these rules, or acted out in other ways, were punished.\u003c/p>\n\u003cp>The thing is, students across New Orleans face high rates of exposure to trauma, but school discipline policies have rarely accounted for that.\u003c/p>\n\u003cp>Crocker College Prep is now one of five New Orleans charter schools in a collective to become more trauma-informed. That means Crocker aims to account for the social, emotional and behavioral needs of all students, and their lives outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://iwesnola.org/\">The Institute of Women and Ethnic Studies\u003c/a> found that kids in New Orleans screen positive for post-traumatic stress disorder at more than \u003ca href=\"http://inthatnumber-iwes.org/about-1/\">three times the national rate\u003c/a>. The institute also found that up to half of all kids have dealt with homicide in some way, with 20 percent actually witnessing murder. And then there's the city's high poverty rate — about 40 percent of kids living below the poverty line. The state's \u003ca href=\"http://www.sentencingproject.org/the-facts/#map\">high incarceration\u003c/a> rate means many children have a parent behind bars.\u003c/p>\n\u003cp>\"Generally there just was really not an understanding of how trauma impacts a child,\" says Paulette Carter, president and CEO of the \u003ca href=\"http://www.childrens-bureau.com/\">Children's Bureau\u003c/a>\u003ca href=\"http://www.childrens-bureau.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> of New Orleans\u003c/a>, a mental health agency for kids and families.\u003c/p>\n\u003cp>\"Teachers and school staff really look at children through the lens of, 'What's wrong with that child?' Versus, 'What happened to that child?' \"\u003c/p>\n\u003cp>Carter says schools, because they have so many children dealing with many different issues, often don't think about the reasons behind behaviors. Mental health workers, like her, though, have learned a lot recently about how trauma changes the brain.\u003c/p>\n\u003cp>\"A kid who's been exposed to trauma ... that fight or flight response is much more developed and stronger,\" Carter says.\u003c/p>\n\u003cfigure id=\"attachment_48336\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48336\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-crockerd_slide-caba9e5b0eec23f99c16622808889369960634c6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Katie Murray starts most school days with a social-emotional learning curriculum for her 7th grade class. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If I'm walking down the hallway and somebody bumps into me, and I don't have a significant trauma history, I'm gonna say 'Oh, sorry, excuse me,' \" she explains. \"Whereas a kid who's been exposed to trauma on an ongoing basis, if somebody bumps into them that might be a threat.\" From there, she says, the survival brain kicks in and reasoning and logic shut down.\u003c/p>\n\u003cp>Crocker has developed ways to help students who are dealing with those experiences. Two full-time social workers hold one-on-one sessions with students who need someone to talk to. Teachers send disruptive students to a room called the wellness center for a meditative time-out that's not supposed to be punishment.\u003c/p>\n\u003cp>If students fight, they first work it out through group discussion. Kids who act up or shut down get extra support, not detention or suspension like they used to. The idea is to tend to life troubles at school, instead of sending kids home.\u003c/p>\n\u003ch3>Sherlae\u003c/h3>\n\u003cp>Sherlae stands in her bedroom and digs through a desk drawer. It's filled with pencils and Sharpies. They're some of the 13-year-old's most cherished possessions, because Sherlae, who goes to Crocker College Prep, loves to write. She fills thick, spiral notebooks with song lyrics and original poetry.\u003c/p>\n\u003cp>\"Most of the time I write my poetry on my bed because it gives me a lot of thoughts right there,\" Sherlae says.\u003c/p>\n\u003cp>We're using Sherlae's middle name to protect her privacy.\u003c/p>\n\u003cp>A while back she says her mom stormed into her room, grabbed all her school work and writing, and threw it in a dumpster down the street.\u003c/p>\n\u003cp>She opens another desk drawer, stuffed full of paper. \"I save all my writing in here,\" she says. \"Because I don't want my mom to throw it away.\"\u003c/p>\n\u003cp>Sherlae says sometimes her mom is great. She'll take her swimming, or riding bikes and they'll have a \"sunshiny day.\"\u003c/p>\n\u003cp>But there are times when her mom goes off her medication, or drinks too much. \"She just turns into a different person,\" Sherlae says. \"And it's like, 'Do I even know you anymore?' \"\u003c/p>\n\u003cp>Sherlae's grandmother, Marie — whose middle name we're also using — has been watching her since she was 3 years old. They're close.\u003c/p>\n\u003cfigure id=\"attachment_48337\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48337\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-s-portrait_slide-b0cc30863d872c2ac4daf020623d4afcc30afbfe-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Sherlae is in seventh grade at Crocker College Prep. She used to put her head down on her desk at school and keep emotions bottled up inside. Then she started meeting with a school social worker. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marie says that a few years ago, Sherlae and her mom were evicted and her mom began cycling in and out of jail. That's when Sherlae's grades started to drop.\u003c/p>\n\u003cp>We reached out to Sherlae's mom, but she declined to speak with us for this story.\u003c/p>\n\u003cp>Some children respond to trauma by disrupting class, starting fights, storming out into the hallways. But when Sherlae's upset, she completely shuts down. \"When you should worry about me is when I'm not paying attention in class,\" she says.\u003c/p>\n\u003cp>During those times she says she's thinking about her mom. \"Why is she doing this and why is it happening to me?\"\u003c/p>\n\u003cp>At Crocker, Sherlae gets help.\u003c/p>\n\u003cp>\"I think she's a really easy kid to just fly under the radar,\" says Rochelle Gauthier, one of two full-time staff social workers at the school. \"Because she's not a behavior problem. She's not causing a lot of disruption.\"\u003c/p>\n\u003cp>But Sherlae was hurting. She had to repeat the fourth grade. Her grandmother asked the school for help and Gauthier was assigned.\u003c/p>\n\u003cp>\"I went and pulled her from class, introduced myself, brought her to my office,\" Gauthier says.\u003c/p>\n\u003cp>Sherlae remembers that day, too: \"She was just wondering, like, what makes you sad when you're in class? What makes you not focus in class? What makes you not be happy?\"\u003c/p>\n\u003cp>The two set up regular appointments. They'd talk through feelings and come up with coping mechanisms, like writing poetry.\u003c/p>\n\u003cp>\"You know, really sadly, kids who struggle with serious depression, who fly under the radar, can end up in the hospital for harming themselves or potentially dead as well,\" Gauthier says.\u003c/p>\n\u003cp>That's something Sherlae says she's thought about.\u003c/p>\n\u003cp>\"My depression about my mom got to the point where one time I said I wanted to hurt myself.\"\u003c/p>\n\u003cp>She'd had an extremely painful interaction with her mom. \"She said she didn't want me around. Like she was saying that she didn't want me in the world anymore and stuff like that.\"\u003c/p>\n\u003cp>Gauthier made her sign a contract promising she wouldn't harm herself and got her into more intensive counseling.\u003c/p>\n\u003cp>Crocker makes an effort to catch quiet kids like Sherlae. Teachers fill out a form for each student, noting things like whether they get easily distracted or seem overly nervous. Teachers also track students' behavior. If they notice a big change, they can tell a social worker. And teachers are now trained to recognize signs of trauma.\u003c/p>\n\u003cp>Sherlae is still dealing with trauma. But, \"after three years of getting lots of counseling and support, I'm noticing, even as those situations continue to happen at home, she's developed so many strong skills and has a support network that it's not affecting her as much as it to used to,\" Gauthier says.\u003c/p>\n\u003cp>Last spring, after years of bad grades, Sherlae reached into her purple backpack and surprised her grandma with a great report card. She wants to keep up the good work, but she knows it's up to her to stay steady. That report card was one of the things her mom threw in the trash.\u003c/p>\n\u003ch3>Principal Boykins\u003c/h3>\n\u003cp>It's a Wednesday morning at Crocker College Prep and Principal Nicole Boykins is posted up on the second floor hallway. Every few seconds she calls to kids to tuck in shirts, to stop running. Then a teacher walks up with third grader. The student is fuming.\u003c/p>\n\u003cp>\"Shane, what's up?\" Boykins asks.\u003c/p>\n\u003cp>He mumbles that he doesn't want to be in class.\u003c/p>\n\u003cp>Rochelle Gauthier is there in the hallway, too. She reminds the boy of some recent success. \"We just had a great outing on Friday. We got to go to the basketball game and do all that because you had two good days.\"\u003c/p>\n\u003cfigure id=\"attachment_48358\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48358\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO.jpg\" alt=\"\" width=\"800\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-768x495.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-520x335.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young children play outside in the fog at Crocker College Prep, an elementary school in New Orleans. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The encouragement doesn't work. Shane runs into the stairwell. Boykins goes after him and gets on a school walkie-talkie, asking for help.\u003c/p>\n\u003cp>\"Shane has been struggling,\" she says, describing a meeting just days before between herself, a social worker, a student dean and Shane's mom.\u003c/p>\n\u003cp>\"Mom thinks Shane is struggling because dad was just sentenced to 20 years,\" Boykins says. While in jail in New Orleans, awaiting sentencing, Shane could visit his father. But the sentencing meant he was transferred to a prison many hours' drive away. \"And now we're struggling significantly,\" Boykins says.\u003c/p>\n\u003cp>This kind of work takes a lot of energy. Three or four staff members might tag team to help one troubled student on any given day. Boykins might spend half her work day working on behavior.\u003c/p>\n\u003cp>She started as a first grade teacher at Crocker. Now she's in charge of about 550 pre-K through eighth grade students.\u003c/p>\n\u003cp>Since Katrina, it's become rare for school leaders to be from New Orleans. Boykins grew up in a neighborhood called Hollygrove, known for patches of violent crime. She says no one talked to her about being a good student or going to college.\u003c/p>\n\u003cp>\"Being from New Orleans, I've experienced a certain level of trauma,\" says Boykins, \"whether in my own home or outside the door.\" She credits coping skills learned at an early age with her success in school and her ability to take on this job. \"Nothing really rattles me.\"\u003c/p>\n\u003cp>She was the middle child, with an older and younger brother. As a kid, she got into a magnet school for junior high and high school. She became the first in her family to graduate from college and then went on get a master's degree in education. She can't really tell you how she did it, other than saying she kept her head down and worked hard.\u003c/p>\n\u003cp>As principal at Crocker, though, she has had to get specific about what coping skills are, how to foster them in her students, and what each child needs.\u003c/p>\n\u003cfigure id=\"attachment_48359\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48359\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO2.jpg\" alt=\"\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-768x482.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A sign in the hallway at Crocker College Prep. Here, students are no longer automatically punished for disruptive behavior. A new approach aims to catch and understand kids whose behavior may be a response to trauma. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"A lot of times teachers want students punished because they say you've wronged me as a teacher,\" says Boykins. \"But remove yourself from the situation and think about what that student needs. Even the students who give teachers the most grief want to be here.\"\u003c/p>\n\u003cp>She describes a student who walked from Elysian Fields Avenue to get to Crocker, a several mile walk.\u003c/p>\n\u003cp>\"I could give him a 30-minute lunch detention,\" says Boykins, \"But do you really think that's going to remedy what his issues are? ... He walked miles to get here. Why?\"\u003c/p>\n\u003cp>Boykins keeps in mind the disproportionate number of black males in New Orleans who get incarcerated. On her bulletin board, next to inspirational quotes and a picture of her own young son, she also keeps a letter from her brother.\u003c/p>\n\u003cp>It's post-marked as inmate mail from Bossier Correctional Facility where her brother went about a year ago. The letter included a list of strict regulations at the prison. Boykins reads it to students, along with excerpts from the letter.\u003c/p>\n\u003cp>\" 'As for me, I'm hanging in there,' \" she recites from the page. \" 'This place where I'm at is so intense. It's set up so you give up, but I can't let them get me.' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Some of the nation's top researchers who've spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of pre-school.\u003c/p>\n\u003cp>And they came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don't.\u003c/p>\n\u003cp>The findings come in a report \"\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\" target=\"_blank\">The Current State of Scientific Knowledge on Pre-Kindergarten Effects\u003c/a>,\" and the authors include big names from the early childhood world: Deborah Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt, Kenneth Dodge of Duke, Ron Haskins of the Brookings Institution and others.\u003c/p>\n\u003cp>It lays out the current state of preschool education in the U.S. and what research can tell us about what works and what doesn't.\u003c/p>\n\u003cp>Among their key findings, drawing from across the research base, are:\u003c/p>\n\u003cul>\n\u003cli>That while all kids benefit from preschool, poor and disadvantaged kids often make the most gains. \"Researchers who study pre-K education often find that children who have had early experiences of economic scarcity and insecurity gain more from these programs than their more advantaged peers.\"\u003c/li>\n\u003cli>Children who are dual-language learners \"show relatively large benefits from pre-K education\" — both in their English-language proficiency and in other academic skills. Dual-language learners are mostly low income, Spanish speaking children, often with underdeveloped pre-literacy and pre-math skills. But, says Phillips, \"there's substantial evidence now that, because they're learning two languages at the same time, they have stronger brain circuits that support self regulation.\" That may explain why preschool can help them make quick progress: \"Their capacity to incorporate new information and to switch attention from one task to another, these are the skills they bring.\"\u003c/li>\n\u003cli>And yet, the researchers said, that doesn't mean preschool should necessarily be targeted toward poor or disadvantaged kids. \"Part of what may render a pre-K classroom advantageous\" for a poor student or a child learning English, \"is the value of being immersed among a diverse array of classmates.\"\u003c/li>\n\u003cli>Not all preschool programs are alike. Features that may lead to success include: \"a well implemented, evidence-based curriculum,\" and an emphasis on the quality and continuous training of pre-K teachers. There's still a lot of research that needs to be done, the study concludes, \"to generate more complete and reliable evidence on effectiveness factors.\"\u003c/li>\n\u003c/ul>\n\u003cp>Currently, the federal government, along with 42 states and the District of Columbia, spend about $37 billion a year on early childhood programs, mostly targeting low-income 3- to 5-year-olds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When it comes to what preschools should teach, the researchers took on a big question in that field, too: Should pre-K focus on the social and emotional development of children or should it concentrate on what researchers call \"skills specific curricula,\" namely numeracy and literacy?\u003c/p>\n\u003cp>The research clearly says its not a matter of either/or.\u003c/p>\n\u003cp>\"What we know is that children bring a vast array of experiences, both strengths and weaknesses,\" Phillips says. \"Some children need more support than others. Some bring vast knowledge and skills.\"\u003c/p>\n\u003cp>Instruction built on social and emotional skills, rich play, toys, games, art, music and movement complements explicit instruction focused on things like learning to count and matching letters to sounds and words. Both benefit kids' readiness for school.\u003c/p>\n\u003cp>For researchers, the critical questions now are: What should the next generation of pre-K programs look like? What else needs to happen — in preschool and beyond — to ensure a long-term impact? And how do we connect all the dots in a child's educational trajectory beginning with pre-school?\u003c/p>\n\u003cp>That's no easy task considering that half of the school-readiness gap between poor and affluent children is already evident by age 2, before most kids ever get to preschool.\u003c/p>\n\u003cp>Another major hurdle is the disconnect between pre-K and elementary education. Rather than building on the skills that kids arrive with, researchers have found lots of redundancy with kindergarten and first-grade teachers repeating a lot of what pre-K teachers do. This results in what researchers call \"dead zones\" that squander hard-won gains.\u003c/p>\n\u003cp>\"On that count we cannot declare victory,\" says Phillips. \"We need to look at the elementary grades as re-charging stations.\"\u003c/p>\n\u003cp>Pre-K programs today can also do a better job reaching out to low income families dealing with stress and mental health issues. The home after all, researchers say, provides either a sturdy or fragile foundation.\u003c/p>\n\u003cp>\"We know that poverty and adversity compromises the developing brain architecture and circuits,\" says Phillips.\u003c/p>\n\u003cp>And, while even a high-quality program does not inoculate children from adversity and poverty, it can help mitigate those effects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Absolutely,\" says Phillips. \"That is pre-K education's primary function.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pre-K%3A+Decades+Worth+of+Studies%2C+One+Strong+Message&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of the nation's top researchers who've spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of pre-school.\u003c/p>\n\u003cp>And they came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don't.\u003c/p>\n\u003cp>The findings come in a report \"\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\" target=\"_blank\">The Current State of Scientific Knowledge on Pre-Kindergarten Effects\u003c/a>,\" and the authors include big names from the early childhood world: Deborah Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt, Kenneth Dodge of Duke, Ron Haskins of the Brookings Institution and others.\u003c/p>\n\u003cp>It lays out the current state of preschool education in the U.S. and what research can tell us about what works and what doesn't.\u003c/p>\n\u003cp>Among their key findings, drawing from across the research base, are:\u003c/p>\n\u003cul>\n\u003cli>That while all kids benefit from preschool, poor and disadvantaged kids often make the most gains. \"Researchers who study pre-K education often find that children who have had early experiences of economic scarcity and insecurity gain more from these programs than their more advantaged peers.\"\u003c/li>\n\u003cli>Children who are dual-language learners \"show relatively large benefits from pre-K education\" — both in their English-language proficiency and in other academic skills. Dual-language learners are mostly low income, Spanish speaking children, often with underdeveloped pre-literacy and pre-math skills. But, says Phillips, \"there's substantial evidence now that, because they're learning two languages at the same time, they have stronger brain circuits that support self regulation.\" That may explain why preschool can help them make quick progress: \"Their capacity to incorporate new information and to switch attention from one task to another, these are the skills they bring.\"\u003c/li>\n\u003cli>And yet, the researchers said, that doesn't mean preschool should necessarily be targeted toward poor or disadvantaged kids. \"Part of what may render a pre-K classroom advantageous\" for a poor student or a child learning English, \"is the value of being immersed among a diverse array of classmates.\"\u003c/li>\n\u003cli>Not all preschool programs are alike. Features that may lead to success include: \"a well implemented, evidence-based curriculum,\" and an emphasis on the quality and continuous training of pre-K teachers. There's still a lot of research that needs to be done, the study concludes, \"to generate more complete and reliable evidence on effectiveness factors.\"\u003c/li>\n\u003c/ul>\n\u003cp>Currently, the federal government, along with 42 states and the District of Columbia, spend about $37 billion a year on early childhood programs, mostly targeting low-income 3- to 5-year-olds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When it comes to what preschools should teach, the researchers took on a big question in that field, too: Should pre-K focus on the social and emotional development of children or should it concentrate on what researchers call \"skills specific curricula,\" namely numeracy and literacy?\u003c/p>\n\u003cp>The research clearly says its not a matter of either/or.\u003c/p>\n\u003cp>\"What we know is that children bring a vast array of experiences, both strengths and weaknesses,\" Phillips says. \"Some children need more support than others. Some bring vast knowledge and skills.\"\u003c/p>\n\u003cp>Instruction built on social and emotional skills, rich play, toys, games, art, music and movement complements explicit instruction focused on things like learning to count and matching letters to sounds and words. Both benefit kids' readiness for school.\u003c/p>\n\u003cp>For researchers, the critical questions now are: What should the next generation of pre-K programs look like? What else needs to happen — in preschool and beyond — to ensure a long-term impact? And how do we connect all the dots in a child's educational trajectory beginning with pre-school?\u003c/p>\n\u003cp>That's no easy task considering that half of the school-readiness gap between poor and affluent children is already evident by age 2, before most kids ever get to preschool.\u003c/p>\n\u003cp>Another major hurdle is the disconnect between pre-K and elementary education. Rather than building on the skills that kids arrive with, researchers have found lots of redundancy with kindergarten and first-grade teachers repeating a lot of what pre-K teachers do. This results in what researchers call \"dead zones\" that squander hard-won gains.\u003c/p>\n\u003cp>\"On that count we cannot declare victory,\" says Phillips. \"We need to look at the elementary grades as re-charging stations.\"\u003c/p>\n\u003cp>Pre-K programs today can also do a better job reaching out to low income families dealing with stress and mental health issues. The home after all, researchers say, provides either a sturdy or fragile foundation.\u003c/p>\n\u003cp>\"We know that poverty and adversity compromises the developing brain architecture and circuits,\" says Phillips.\u003c/p>\n\u003cp>And, while even a high-quality program does not inoculate children from adversity and poverty, it can help mitigate those effects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Absolutely,\" says Phillips. \"That is pre-K education's primary function.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pre-K%3A+Decades+Worth+of+Studies%2C+One+Strong+Message&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\n\u003cp>https://www.youtube.com/watch?time_continue=2&v=Rve1DukX3Mo\u003c/p>\n\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Rve1DukX3Mo'\n title='//www.youtube.com/embed/Rve1DukX3Mo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Empathy Is Tough to Teach, But Is One Of the Most Important Life Lessons",
"title": "Empathy Is Tough to Teach, But Is One Of the Most Important Life Lessons",
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"content": "\u003cp>\u003ca href=\"http://brenebrown.com/about/\">Dr. Brené Brown\u003c/a> has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is \u003ca href=\"https://ed.ted.com/featured/BXaLcbG4#watch\">the importance of cultivating empathy\u003c/a>, a very different reaction than sympathy.\u003c/p>\n\u003cp>Dr. Brown says empathy consists of four qualities: the ability to take the perspective of another person, staying away from judgment, recognizing emotion in others, and communicating it. She defines empathy as \"feeling with people,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>Children have opportunities to learn empathy from their parents, but also from their \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/30/empathy-the-key-to-social-and-emotional-learning/\">teachers and peers\u003c/a>. Reading good literature can be a powerful way to develop empathy, as is studying history or being present with a friend on the playground who is having a hard time. Empathy is not found in many official school standards, but it could be one of the\u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\"> most important qualities\u003c/a> to develop in young citizens who will go on to be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">successful actors in a complicated world.\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1Evwgu369Jw\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://brenebrown.com/about/\">Dr. Brené Brown\u003c/a> has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is \u003ca href=\"https://ed.ted.com/featured/BXaLcbG4#watch\">the importance of cultivating empathy\u003c/a>, a very different reaction than sympathy.\u003c/p>\n\u003cp>Dr. Brown says empathy consists of four qualities: the ability to take the perspective of another person, staying away from judgment, recognizing emotion in others, and communicating it. She defines empathy as \"feeling with people,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>Children have opportunities to learn empathy from their parents, but also from their \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/30/empathy-the-key-to-social-and-emotional-learning/\">teachers and peers\u003c/a>. Reading good literature can be a powerful way to develop empathy, as is studying history or being present with a friend on the playground who is having a hard time. Empathy is not found in many official school standards, but it could be one of the\u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\"> most important qualities\u003c/a> to develop in young citizens who will go on to be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">successful actors in a complicated world.\u003c/a>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1Evwgu369Jw'\n title='//www.youtube.com/embed/1Evwgu369Jw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.\u003c/p>\n\u003cp>\u003cstrong>Empathy unites\u003cbr>\n\u003c/strong>The list could have started here, but on a planet that is now close to completing the globalizing process, empathy assumes a special role as the key emotion critical for seven-plus billion people to live in harmony and cooperative relationship. For our Stone-Age brethren, fear and separation were appropriate mechanisms for survival. But that has been flipped by sheer numbers, technology, resource scarcity, and environmental impact. Empathy is required curriculum, and without it, eventually our current focus on high test scores and fulfilling college requirements will be rendered meaningless by untoward events.\u003c/p>\n\u003cp>The takeaway? Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a>, founder and CEO of \u003ca href=\"http://www.pblglobal.com\">PBL Global\u003c/a>, is an author, psychologist and international school consultant who has assisted over 300 schools and 6000 teachers across five continents in implementing project-based learning, 21\u003csup>st\u003c/sup> century competencies, social-emotional growth and successful inquiry-based systems of teaching and learning. \u003c/em>\u003cem> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. 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