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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to return to school in person for her junior year, Kimberly Higareda was resistant. She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to return to school in person for her junior year, Kimberly Higareda was resistant. She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>One of the most vexing dilemmas for teachers is finding the best way to respond to students who misbehave. Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the most vexing dilemmas for teachers is finding the best way to respond to students who misbehave. Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We asked teachers how their year went. They warned of an exodus to come",
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"content": "\u003cp>School is out, but teacher stress and burnout is still in session.\u003c/p>\n\u003cp>Last December, \u003ca href=\"https://www.npr.org/2021/12/23/1067077413/teachers-pandemic-school-classroom-return-to-in-person-learning\">we spoke to teachers about the challenges of educating during a pandemic\u003c/a> and their hopes for the coming year.\u003c/p>\n\u003cp>While many of them had initially thought a return to the classroom after remote learning would make things easier, others realized a new set of challenges had arisen.\u003c/p>\n\u003cp>\"The teachers are just feeling overwhelmed, and they're breaking down underneath it,\" Michael Reinholdt, a teacher coach from Davenport, Iowa, said at the time. \"I find people crying in the bathroom.\"\u003c/p>\n\u003cp>Back then, the first omicron COVID wave was sweeping the country and schools were trying their hardest to return to normal after two years of closures, illness and disruption.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since then, the question of basic safety has also come back into sharp focus after the Uvalde, Texas school shooting last month.\u003c/p>\n\u003cp>So, how are teachers reflecting on the year that was and the future ahead?\u003c/p>\n\u003cp>We caught up with Reinholdt; Suzen Polk-Hoffses, a pre-K teacher in Milbridge, Maine; and Tiki Boyea-Logan, a 4th grade teacher in Rowlett, Texas, to hear their thoughts.\u003c/p>\n\u003ch3>Bulletproof backpacks and a pandemic\u003c/h3>\n\u003cp>\"Honestly, I feel like we've been thrown an inner tube,\" Reinholdt said, reflecting on his December assessment that teachers were drowning. \"So we're floating, but we're only halfway back to the ship. We just have a lot of work to do.\"\u003c/p>\n\u003cp>With the recent shooting in her own state, Boyea-Logan said the return to normalcy seemed increasingly unattainable.\u003c/p>\n\u003cp>\"We're always kind of paying attention and [thinking], 'You see something, say something,' but this current shooting brought it all back,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59512\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59512\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22145636061735-b42fdf293bfd153d65a783224dfee01dbc15b26b-scaled-e1656087760453.jpg\" alt=\"Robb Elementary School in Uvalde\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The shooting at Robb Elementary School has left many feeling unsafe now that students are back to the classroom.\u003cbr>Jae C. Hong/AP\u003c/figcaption>\u003c/figure>\n\u003cp>In the wake of the Sandy Hook shooting in 2012, Boyea-Logan's husband bought her a bulletproof backpack, which she still brings to school to this day.\u003c/p>\n\u003cp>\"Just thinking about saying that in an elementary school setting is just so ridiculous,\" she said. \"But I mean, that's just what we're dealing with right now.\"\u003c/p>\n\u003cp>Boyea-Logan teaches fourth grade, and has witnessed firsthand how disruptive the pandemic has been to the development of her students.\u003c/p>\n\u003cp>\"I feel like at the beginning of the school year, I basically got second graders, because that's the point where they were in school full time,\" she said.\u003c/p>\n\u003cp>\"Though you're a fourth grade teacher, you're teaching kids who are emotionally at the second grade level. And academically, we're back to working miracles, like, 'Hey, we need to get these kids caught up, we need to fill these gaps.'\"\u003c/p>\n\u003cp>Beyond academic development, teachers are also reporting serious concerns around mental health.\u003c/p>\n\u003cp>Polk-Hoffses said that although her pre-K students were coming to her \"fresh\" at a young age, she had witnessed the concern among her colleagues.\u003c/p>\n\u003cp>\"They're very worried about the students that they had this year, because they saw a lot of depression. Someone even brought up cutting, they were afraid that a student would begin cutting again,\" Polk-Hoffses said.\u003c/p>\n\u003cp>\"Students were learning in isolation, then they came back, and they're overwhelmed, and they've experienced a trauma. And unfortunately, all schools aren't equipped to deal with the trauma that the students have experienced during the pandemic.\"\u003c/p>\n\u003ch3>Teachers could be driven to quit\u003c/h3>\n\u003cp>While Boyea-Logan and Polk-Hoffses remain passionate about their vocation, both expressed concern about the sustainability of their work conditions.\u003c/p>\n\u003cp>\"I just worry about our young educators who haven't been in the field as long as I have,\" Polk-Hoffses said. \"I've been in the field of teaching for 21 years, I still feel strong and resilient. And I just want to let the young educators know, please find support somewhere within your school, your family, please don't leave the profession.\"\u003c/p>\n\u003cp>This is one thing Reinholdt, Polk-Hoffses and Boyea-Logan are all warning of: A possible exodus of teachers in the summer.\u003c/p>\n\u003cp>\"My fear is that during the summer, they'll just say, 'I just can't do this anymore, because it was just too hard,'\" Polk-Hoffses said.\u003c/p>\n\u003cfigure id=\"attachment_59513\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59513 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22041006223196-b55410fd8f8d1e1af68302d787e208e53bb096eb-scaled-e1656087830766.jpg\" alt=\"Students wait in line at school\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers are warning of mental health challenges raised by the pandemic. (Brynn Anderson/AP) \u003ccite>(Brynn Anderson/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Boyea-Logan understands that thinking firsthand. For her, the question isn't whether she \u003cem>wants \u003c/em>to go on, but whether she \u003cem>can\u003c/em>.\u003c/p>\n\u003cp>\"It's just way too much has been put on our shoulders,\" she said. \"I feel like they expect us to juggle 18 different balls and hop on one foot while saying our ABCs backwards. I mean, that's how it feels. And I feel like it doesn't seem like there's any relief in sight.\"\u003c/p>\n\u003cp>Boyea-Logan said she hoped legislators and the upper management of school districts look at the data of teachers leaving.\u003c/p>\n\u003cp>\"And I hope they really look at that and really ask these teachers, and really pay attention to their answers, about why they're leaving, [asking], 'What can we do to fix this?'\"\u003c/p>\n\u003cp>\"Because if they don't, they're just gonna be hemorrhaging really good teachers for the foreseeable future.\"\u003c/p>\n\u003cp>Reinholdt said teachers were naturally \"eternal optimists\" in order to get the job done, but would reach their limit, while Polk-Hoffses worried of an exodus and asked one thing to anyone reading this:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Understand how you can help support your local schools. You need to, because these children are our future. We need them educated. Help us educate them, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+teachers+how+their+year+went.+They+warned+of+an+exodus+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School is out, but teacher stress and burnout is still in session.\u003c/p>\n\u003cp>Last December, \u003ca href=\"https://www.npr.org/2021/12/23/1067077413/teachers-pandemic-school-classroom-return-to-in-person-learning\">we spoke to teachers about the challenges of educating during a pandemic\u003c/a> and their hopes for the coming year.\u003c/p>\n\u003cp>While many of them had initially thought a return to the classroom after remote learning would make things easier, others realized a new set of challenges had arisen.\u003c/p>\n\u003cp>\"The teachers are just feeling overwhelmed, and they're breaking down underneath it,\" Michael Reinholdt, a teacher coach from Davenport, Iowa, said at the time. \"I find people crying in the bathroom.\"\u003c/p>\n\u003cp>Back then, the first omicron COVID wave was sweeping the country and schools were trying their hardest to return to normal after two years of closures, illness and disruption.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since then, the question of basic safety has also come back into sharp focus after the Uvalde, Texas school shooting last month.\u003c/p>\n\u003cp>So, how are teachers reflecting on the year that was and the future ahead?\u003c/p>\n\u003cp>We caught up with Reinholdt; Suzen Polk-Hoffses, a pre-K teacher in Milbridge, Maine; and Tiki Boyea-Logan, a 4th grade teacher in Rowlett, Texas, to hear their thoughts.\u003c/p>\n\u003ch3>Bulletproof backpacks and a pandemic\u003c/h3>\n\u003cp>\"Honestly, I feel like we've been thrown an inner tube,\" Reinholdt said, reflecting on his December assessment that teachers were drowning. \"So we're floating, but we're only halfway back to the ship. We just have a lot of work to do.\"\u003c/p>\n\u003cp>With the recent shooting in her own state, Boyea-Logan said the return to normalcy seemed increasingly unattainable.\u003c/p>\n\u003cp>\"We're always kind of paying attention and [thinking], 'You see something, say something,' but this current shooting brought it all back,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59512\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59512\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22145636061735-b42fdf293bfd153d65a783224dfee01dbc15b26b-scaled-e1656087760453.jpg\" alt=\"Robb Elementary School in Uvalde\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The shooting at Robb Elementary School has left many feeling unsafe now that students are back to the classroom.\u003cbr>Jae C. Hong/AP\u003c/figcaption>\u003c/figure>\n\u003cp>In the wake of the Sandy Hook shooting in 2012, Boyea-Logan's husband bought her a bulletproof backpack, which she still brings to school to this day.\u003c/p>\n\u003cp>\"Just thinking about saying that in an elementary school setting is just so ridiculous,\" she said. \"But I mean, that's just what we're dealing with right now.\"\u003c/p>\n\u003cp>Boyea-Logan teaches fourth grade, and has witnessed firsthand how disruptive the pandemic has been to the development of her students.\u003c/p>\n\u003cp>\"I feel like at the beginning of the school year, I basically got second graders, because that's the point where they were in school full time,\" she said.\u003c/p>\n\u003cp>\"Though you're a fourth grade teacher, you're teaching kids who are emotionally at the second grade level. And academically, we're back to working miracles, like, 'Hey, we need to get these kids caught up, we need to fill these gaps.'\"\u003c/p>\n\u003cp>Beyond academic development, teachers are also reporting serious concerns around mental health.\u003c/p>\n\u003cp>Polk-Hoffses said that although her pre-K students were coming to her \"fresh\" at a young age, she had witnessed the concern among her colleagues.\u003c/p>\n\u003cp>\"They're very worried about the students that they had this year, because they saw a lot of depression. Someone even brought up cutting, they were afraid that a student would begin cutting again,\" Polk-Hoffses said.\u003c/p>\n\u003cp>\"Students were learning in isolation, then they came back, and they're overwhelmed, and they've experienced a trauma. And unfortunately, all schools aren't equipped to deal with the trauma that the students have experienced during the pandemic.\"\u003c/p>\n\u003ch3>Teachers could be driven to quit\u003c/h3>\n\u003cp>While Boyea-Logan and Polk-Hoffses remain passionate about their vocation, both expressed concern about the sustainability of their work conditions.\u003c/p>\n\u003cp>\"I just worry about our young educators who haven't been in the field as long as I have,\" Polk-Hoffses said. \"I've been in the field of teaching for 21 years, I still feel strong and resilient. And I just want to let the young educators know, please find support somewhere within your school, your family, please don't leave the profession.\"\u003c/p>\n\u003cp>This is one thing Reinholdt, Polk-Hoffses and Boyea-Logan are all warning of: A possible exodus of teachers in the summer.\u003c/p>\n\u003cp>\"My fear is that during the summer, they'll just say, 'I just can't do this anymore, because it was just too hard,'\" Polk-Hoffses said.\u003c/p>\n\u003cfigure id=\"attachment_59513\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59513 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22041006223196-b55410fd8f8d1e1af68302d787e208e53bb096eb-scaled-e1656087830766.jpg\" alt=\"Students wait in line at school\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers are warning of mental health challenges raised by the pandemic. (Brynn Anderson/AP) \u003ccite>(Brynn Anderson/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Boyea-Logan understands that thinking firsthand. For her, the question isn't whether she \u003cem>wants \u003c/em>to go on, but whether she \u003cem>can\u003c/em>.\u003c/p>\n\u003cp>\"It's just way too much has been put on our shoulders,\" she said. \"I feel like they expect us to juggle 18 different balls and hop on one foot while saying our ABCs backwards. I mean, that's how it feels. And I feel like it doesn't seem like there's any relief in sight.\"\u003c/p>\n\u003cp>Boyea-Logan said she hoped legislators and the upper management of school districts look at the data of teachers leaving.\u003c/p>\n\u003cp>\"And I hope they really look at that and really ask these teachers, and really pay attention to their answers, about why they're leaving, [asking], 'What can we do to fix this?'\"\u003c/p>\n\u003cp>\"Because if they don't, they're just gonna be hemorrhaging really good teachers for the foreseeable future.\"\u003c/p>\n\u003cp>Reinholdt said teachers were naturally \"eternal optimists\" in order to get the job done, but would reach their limit, while Polk-Hoffses worried of an exodus and asked one thing to anyone reading this:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Understand how you can help support your local schools. You need to, because these children are our future. We need them educated. Help us educate them, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+teachers+how+their+year+went.+They+warned+of+an+exodus+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Trading ‘Please focus’ for ‘How are you?’: A listening strategy that’s helping some teachers improve the classroom experience",
"title": "Trading ‘Please focus’ for ‘How are you?’: A listening strategy that’s helping some teachers improve the classroom experience",
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"content": "\u003cp>\u003ctime>\u003cem>This story was \u003ca href=\"https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003cbr>\n\u003c/time>\u003c/p>\n\u003cp>To her relief, Elissa Levy’s ninth graders remembered how to make friends when they returned this September to East Harlem’s High School for Climate Justice.\u003c/p>\n\u003cp>But after spending prolonged time out of the classroom during the pandemic, they seem to have forgotten how to “do” other parts of school, the physics teacher said.\u003c/p>\n\u003cp>Many are about four or five years behind academically, as opposed to the past when her students were about two to three years behind. Some have been cutting class, hiding in bathrooms and stairwells during the day. Those who show up have been spending class time dancing to TikTok videos, doodling on furniture, and generally acting out.\u003c/p>\n\u003cp>Levy is trying everything in her toolkit to help them feel engaged in coursework again. One thing that’s helped is \u003ca class=\"Link\" href=\"https://medium.com/educate-pub/cogenerative-dialogues-as-a-tool-for-healing-10f5308e79dc\" target=\"_blank\" rel=\"noopener noreferrer\">a practice known as cogenerative dialogues, or cogens, for short,\u003c/a> in which teachers hold formal conversations with groups of students with an explicit goal: to create a plan of action aimed at improving learning and classroom community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Your whole life, school is a given. Even if you don’t like it, you have to do it. But then it disappears for 1.5 years,” Levy said. “So when it comes back, you have less patience for it.”\u003c/p>\n\u003cp>Popularized by Christopher Emdin in his 2016 New York Times best-selling book \u003ca class=\"Link\" href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/#collapse2\" target=\"_blank\" rel=\"noopener noreferrer\">“For White Folks Who Teach in the Hood…and the Rest of Y’all Too,” \u003c/a> cogens can vary from teacher to teacher, but the practice often hinges on shifting the power dynamic. It creates space for students to critique what is or isn’t working in the classroom, and for teachers to incorporate that feedback into their instruction.\u003c/p>\n\u003cp>School leaders in New York City and across the nation have been reaching out “more than ever before” about cogens, said Emdin, a \u003ca class=\"Link\" href=\"https://rossier.usc.edu/faculty/christopher-emdin/\" target=\"_blank\" rel=\"noopener noreferrer\">professor at the University of Southern California\u003c/a> and \u003ca class=\"Link\" href=\"https://chrisemdin.com/aboutus/\" target=\"_blank\" rel=\"noopener noreferrer\">Scholar/Griot in Residence at Manhattan’s Lincoln Center for the Performing Arts\u003c/a>.\u003c/p>\n\u003cp>Emdin previously had featured cogens prominently in his work, but saw less traction, with school leaders often saying they had to focus more on standardized tests. However, more schools now are taking a closer look at the practice as districts elevate social-emotional learning as a way to address the startlingly high student mental health and academic needs exacerbated by the pandemic.\u003c/p>\n\u003cp>“We tell teachers all the time it’s important to build relationships with kids,” Emdin told Chalkbeat. “Teachers say, ‘How?’ What the cogens allow you to do — it gives you a way to invite different students in. It gives a set of practical tools to get to a big idea.”\u003c/p>\n\u003cp>In a cogen, no voice is more important than any other, and everyone gets equal turns to talk, Emdin explained. The practice gives students a chance to vent, as well as teachers, and in doing so, it helps the teachers develop more care for their students and vice versa.\u003c/p>\n\u003cp>Giving students a say — “in a world where they’ve been robbed of agency and power and they’re just passively receiving information” — can be transformative, he believes. “It gives the opportunity to meet those emotional and psychological needs while delivering the content.”\u003c/p>\n\u003cp>More importantly, it’s not costly to implement.\u003c/p>\n\u003cp>“You don’t have to buy a new curriculum or iPads,” said Emdin. “I love giving professional development, but there’s no better PD you can get than from a cogen. That is probably the most essential piece: the experts are your students.”\u003c/p>\n\u003cp>For Levy, holding cogens has enabled her to better understand the everyday realities of her students and how those shape their experience in the classroom, so if they’re not handing in assignments, she feels better equipped to respond.\u003c/p>\n\u003cp>“Cogens build empathy,” said Levy. “The first thing you say isn’t, ‘Please focus.’ It’s: ‘How are you?’ It might be that you need a break or guidance, or are confused or maybe other things are just more important to you right now.”\u003c/p>\n\u003cp>She, too, has seen the practice gain traction as educators grapple with this particularly rough time for many students across the nation. Levy recently co-facilitated a four-part workshop with Bronx algebra teacher Brian Palacios for \u003ca class=\"Link\" href=\"https://www.mathforamerica.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Math for America\u003c/a>, a nonprofit focused on building community among the city’s accomplished math and science teachers. Both learned the practice from Emdin’s book but have never talked with the professor, calling him the “Beyonce” of the education world. Levy’s also discussed cogens with some national groups, including the \u003ca class=\"Link\" href=\"https://underrep.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Underrepresentation Curriculum\u003c/a>, \u003ca class=\"Link\" href=\"https://www.aps.org/programs/education/su4w/index.cfm\" target=\"_blank\" rel=\"noopener noreferrer\">STEP UP (APS Physics)\u003c/a>, and RedesignU.\u003c/p>\n\u003cp>Levy, who switched to education from corporate America five years ago through the New York City Teaching Fellows program, quickly adapted to the classroom, becoming an instructional coach and winning a prestigious early career fellowship from Math For America. She began using the practice three years ago, as part of a schoolwide initiative. That didn’t last, but Levy stuck with the practice and is doing cogens in various forms about once a month.\u003c/p>\n\u003cp>During some cogens, for example, Levy will order Domino’s pizza for a small group of students, some she knows well, some who are less involved. They’ll talk about life and what gets them out of bed in the morning. She’ll listen to their experiences, and together, they agree on how to improve class moving forward.\u003c/p>\n\u003cp>After one fall cogen, Levy and her students agreed to begin class with \u003ca class=\"Link\" href=\"https://medium.com/educate-pub/pandemic-fallout-in-the-classroom-when-every-day-just-isnt-their-day-6a3ed81994e2\" target=\"_blank\" rel=\"noopener noreferrer\">an 8-minute “chill time,”\u003c/a> in which she allowed her students to hang out and be on their phones. A big part of allowing them to do that was because they didn’t seem to have the stamina for back-to-back 45-minute classes. She hoped the shift would lead to more sustained engagement for the rest of the class.\u003c/p>\n\u003cp>It didn’t necessarily pan out that way, but that practice had its benefits. It allowed her to spend one-on-one time with students at the start of class and help deepen her relationships with many students, she explained. While cogens haven’t erased this year’s challenges, she still feels like they’ve helped her be more responsive to her students’ needs.\u003c/p>\n\u003cp>“I think my students need group therapy more than they need my physics class most days. It’s a way of approaching that space that teachers are not prepared for — it’s not something we trained for,” Levy said, explaining how she’s often needed to be more like a social worker this year. “Cogens are a small thing I’m doing that makes things maybe just a little better. I understand how little their coursework seems to matter in their lives right now because of the weight of life.”\u003c/p>\n\u003cp>For Palacios, an algebra teacher at the Bronx Center for Science and Mathematics \u003ca class=\"Link\" href=\"https://lazyocho.com/\" target=\"_blank\" rel=\"noopener noreferrer\">who blogs about his weekly cogens\u003c/a>, the practice has been a game changer.\u003c/p>\n\u003cp>He had read Emdin’s book several years ago but wasn’t ready to put it into practice until re-reading it last summer and trying cogens when his students were learning remotely.\u003c/p>\n\u003cp>“It was a bright thing that came out of a dark time. It lit up my instruction,” Palacios said.\u003c/p>\n\u003cp>With his students, he devised this year’s homework policy, tutoring schedules, and several lessons. He used cogens to help him shape a math project about farming loans incorporating compounding interest that brought social justice into his class by focusing on the systemic racism of the farming industry.\u003c/p>\n\u003cp>After kicking off the project and debriefing with his students, he saw that they were less engaged in the activity than he thought they would be. He realized the lessons weren’t reaching them not because of what they said, but because of what they didn’t say, he explained. Seeing their mood and lack of enthusiasm, he had a “breakthrough” and pivoted: Instead of following fictional farmers of color, he had the students assume the role of farmers while he pretended to be the U.S. Secretary of Agriculture.\u003c/p>\n\u003cp>The role-playing aspect sparked more “joy,” and helped them both understand the math and the inequitable treatment of the farmers of color, he explained.\u003c/p>\n\u003cp>For Palacios, the feedback he gets from his students has been more helpful in transforming his instruction than other kinds of professional development in which he’s participated. It’s important to have a space away from the “teacher world” where it’s just educators talking to each other and instead to create a place that invites students to the table and then “actually” listen, he believes.\u003c/p>\n\u003cp>“When I collaborate with teachers, that’s valuable,” Palacios said. “But the cogen allows me to tap into the students. It helps me see how I can adjust and be more responsive. It’s kept me solution-oriented. It’s fueled me.”\u003c/p>\n\u003cp>His advice to other teachers: “Just listen to students. They’ll give you what they need.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Amy Zimmer is the bureau chief for Chalkbeat New York. Contact Amy at azimmer@chalkbeat.org. \u003c/i>\u003cem>\u003ca href=\"https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\" alt=\"\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>\u003cem>This story was \u003ca href=\"https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003cbr>\n\u003c/time>\u003c/p>\n\u003cp>To her relief, Elissa Levy’s ninth graders remembered how to make friends when they returned this September to East Harlem’s High School for Climate Justice.\u003c/p>\n\u003cp>But after spending prolonged time out of the classroom during the pandemic, they seem to have forgotten how to “do” other parts of school, the physics teacher said.\u003c/p>\n\u003cp>Many are about four or five years behind academically, as opposed to the past when her students were about two to three years behind. Some have been cutting class, hiding in bathrooms and stairwells during the day. Those who show up have been spending class time dancing to TikTok videos, doodling on furniture, and generally acting out.\u003c/p>\n\u003cp>Levy is trying everything in her toolkit to help them feel engaged in coursework again. One thing that’s helped is \u003ca class=\"Link\" href=\"https://medium.com/educate-pub/cogenerative-dialogues-as-a-tool-for-healing-10f5308e79dc\" target=\"_blank\" rel=\"noopener noreferrer\">a practice known as cogenerative dialogues, or cogens, for short,\u003c/a> in which teachers hold formal conversations with groups of students with an explicit goal: to create a plan of action aimed at improving learning and classroom community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Your whole life, school is a given. Even if you don’t like it, you have to do it. But then it disappears for 1.5 years,” Levy said. “So when it comes back, you have less patience for it.”\u003c/p>\n\u003cp>Popularized by Christopher Emdin in his 2016 New York Times best-selling book \u003ca class=\"Link\" href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/#collapse2\" target=\"_blank\" rel=\"noopener noreferrer\">“For White Folks Who Teach in the Hood…and the Rest of Y’all Too,” \u003c/a> cogens can vary from teacher to teacher, but the practice often hinges on shifting the power dynamic. It creates space for students to critique what is or isn’t working in the classroom, and for teachers to incorporate that feedback into their instruction.\u003c/p>\n\u003cp>School leaders in New York City and across the nation have been reaching out “more than ever before” about cogens, said Emdin, a \u003ca class=\"Link\" href=\"https://rossier.usc.edu/faculty/christopher-emdin/\" target=\"_blank\" rel=\"noopener noreferrer\">professor at the University of Southern California\u003c/a> and \u003ca class=\"Link\" href=\"https://chrisemdin.com/aboutus/\" target=\"_blank\" rel=\"noopener noreferrer\">Scholar/Griot in Residence at Manhattan’s Lincoln Center for the Performing Arts\u003c/a>.\u003c/p>\n\u003cp>Emdin previously had featured cogens prominently in his work, but saw less traction, with school leaders often saying they had to focus more on standardized tests. However, more schools now are taking a closer look at the practice as districts elevate social-emotional learning as a way to address the startlingly high student mental health and academic needs exacerbated by the pandemic.\u003c/p>\n\u003cp>“We tell teachers all the time it’s important to build relationships with kids,” Emdin told Chalkbeat. “Teachers say, ‘How?’ What the cogens allow you to do — it gives you a way to invite different students in. It gives a set of practical tools to get to a big idea.”\u003c/p>\n\u003cp>In a cogen, no voice is more important than any other, and everyone gets equal turns to talk, Emdin explained. The practice gives students a chance to vent, as well as teachers, and in doing so, it helps the teachers develop more care for their students and vice versa.\u003c/p>\n\u003cp>Giving students a say — “in a world where they’ve been robbed of agency and power and they’re just passively receiving information” — can be transformative, he believes. “It gives the opportunity to meet those emotional and psychological needs while delivering the content.”\u003c/p>\n\u003cp>More importantly, it’s not costly to implement.\u003c/p>\n\u003cp>“You don’t have to buy a new curriculum or iPads,” said Emdin. “I love giving professional development, but there’s no better PD you can get than from a cogen. That is probably the most essential piece: the experts are your students.”\u003c/p>\n\u003cp>For Levy, holding cogens has enabled her to better understand the everyday realities of her students and how those shape their experience in the classroom, so if they’re not handing in assignments, she feels better equipped to respond.\u003c/p>\n\u003cp>“Cogens build empathy,” said Levy. “The first thing you say isn’t, ‘Please focus.’ It’s: ‘How are you?’ It might be that you need a break or guidance, or are confused or maybe other things are just more important to you right now.”\u003c/p>\n\u003cp>She, too, has seen the practice gain traction as educators grapple with this particularly rough time for many students across the nation. Levy recently co-facilitated a four-part workshop with Bronx algebra teacher Brian Palacios for \u003ca class=\"Link\" href=\"https://www.mathforamerica.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Math for America\u003c/a>, a nonprofit focused on building community among the city’s accomplished math and science teachers. Both learned the practice from Emdin’s book but have never talked with the professor, calling him the “Beyonce” of the education world. Levy’s also discussed cogens with some national groups, including the \u003ca class=\"Link\" href=\"https://underrep.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Underrepresentation Curriculum\u003c/a>, \u003ca class=\"Link\" href=\"https://www.aps.org/programs/education/su4w/index.cfm\" target=\"_blank\" rel=\"noopener noreferrer\">STEP UP (APS Physics)\u003c/a>, and RedesignU.\u003c/p>\n\u003cp>Levy, who switched to education from corporate America five years ago through the New York City Teaching Fellows program, quickly adapted to the classroom, becoming an instructional coach and winning a prestigious early career fellowship from Math For America. She began using the practice three years ago, as part of a schoolwide initiative. That didn’t last, but Levy stuck with the practice and is doing cogens in various forms about once a month.\u003c/p>\n\u003cp>During some cogens, for example, Levy will order Domino’s pizza for a small group of students, some she knows well, some who are less involved. They’ll talk about life and what gets them out of bed in the morning. She’ll listen to their experiences, and together, they agree on how to improve class moving forward.\u003c/p>\n\u003cp>After one fall cogen, Levy and her students agreed to begin class with \u003ca class=\"Link\" href=\"https://medium.com/educate-pub/pandemic-fallout-in-the-classroom-when-every-day-just-isnt-their-day-6a3ed81994e2\" target=\"_blank\" rel=\"noopener noreferrer\">an 8-minute “chill time,”\u003c/a> in which she allowed her students to hang out and be on their phones. A big part of allowing them to do that was because they didn’t seem to have the stamina for back-to-back 45-minute classes. She hoped the shift would lead to more sustained engagement for the rest of the class.\u003c/p>\n\u003cp>It didn’t necessarily pan out that way, but that practice had its benefits. It allowed her to spend one-on-one time with students at the start of class and help deepen her relationships with many students, she explained. While cogens haven’t erased this year’s challenges, she still feels like they’ve helped her be more responsive to her students’ needs.\u003c/p>\n\u003cp>“I think my students need group therapy more than they need my physics class most days. It’s a way of approaching that space that teachers are not prepared for — it’s not something we trained for,” Levy said, explaining how she’s often needed to be more like a social worker this year. “Cogens are a small thing I’m doing that makes things maybe just a little better. I understand how little their coursework seems to matter in their lives right now because of the weight of life.”\u003c/p>\n\u003cp>For Palacios, an algebra teacher at the Bronx Center for Science and Mathematics \u003ca class=\"Link\" href=\"https://lazyocho.com/\" target=\"_blank\" rel=\"noopener noreferrer\">who blogs about his weekly cogens\u003c/a>, the practice has been a game changer.\u003c/p>\n\u003cp>He had read Emdin’s book several years ago but wasn’t ready to put it into practice until re-reading it last summer and trying cogens when his students were learning remotely.\u003c/p>\n\u003cp>“It was a bright thing that came out of a dark time. It lit up my instruction,” Palacios said.\u003c/p>\n\u003cp>With his students, he devised this year’s homework policy, tutoring schedules, and several lessons. He used cogens to help him shape a math project about farming loans incorporating compounding interest that brought social justice into his class by focusing on the systemic racism of the farming industry.\u003c/p>\n\u003cp>After kicking off the project and debriefing with his students, he saw that they were less engaged in the activity than he thought they would be. He realized the lessons weren’t reaching them not because of what they said, but because of what they didn’t say, he explained. Seeing their mood and lack of enthusiasm, he had a “breakthrough” and pivoted: Instead of following fictional farmers of color, he had the students assume the role of farmers while he pretended to be the U.S. Secretary of Agriculture.\u003c/p>\n\u003cp>The role-playing aspect sparked more “joy,” and helped them both understand the math and the inequitable treatment of the farmers of color, he explained.\u003c/p>\n\u003cp>For Palacios, the feedback he gets from his students has been more helpful in transforming his instruction than other kinds of professional development in which he’s participated. It’s important to have a space away from the “teacher world” where it’s just educators talking to each other and instead to create a place that invites students to the table and then “actually” listen, he believes.\u003c/p>\n\u003cp>“When I collaborate with teachers, that’s valuable,” Palacios said. “But the cogen allows me to tap into the students. It helps me see how I can adjust and be more responsive. It’s kept me solution-oriented. It’s fueled me.”\u003c/p>\n\u003cp>His advice to other teachers: “Just listen to students. They’ll give you what they need.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Amy Zimmer is the bureau chief for Chalkbeat New York. Contact Amy at azimmer@chalkbeat.org. \u003c/i>\u003cem>\u003ca href=\"https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https://ny.chalkbeat.org/2022/6/14/23158781/social-emotional-learning-cogenerative-dialogues-christopher-emdin-nyc-schools\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two years into the COVID-19 pandemic, the in-person school days that once felt normal can feel totally draining for many educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That feeling comes from the challenges of motivating students after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59194/two-years-ago-schools-shut-down-around-the-world-these-are-the-biggest-impacts\">\u003cspan style=\"font-weight: 400\">two years of disrupted schooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the toll the pandemic has taken on educators and their families. And it’s all layered on top of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/teacher-burnout\">\u003cspan style=\"font-weight: 400\">an already demanding job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just feel like a whole mountain is on top of me,” said a special education teacher in Arizona, \u003c/span>\u003cspan style=\"font-weight: 400\">whose name KQED is not revealing due to concerns about retaliation\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The overwhelm is widespread. Across the country, teachers have said they \u003c/span>\u003ca href=\"https://www.npr.org/2021/12/22/1067024858/teachers-are-drowning-as-they-deal-with-students-acting-out-low-staff-and-covid\">\u003cspan style=\"font-weight: 400\">feel like they are drowning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">considering quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But at Phoenix Union High School District, where this teacher works, she can access a resource that’s not so common: mental health support for teachers on campus. Last year the school district hired two licensed professional counselors specifically to serve its 4,000 teachers and staff members. These \u003c/span>\u003ca href=\"https://www.pxu.org/Page/28214\">\u003cspan style=\"font-weight: 400\">wellness specialists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meet with employees on-site, where they offer an empathetic ear, teach strategies for stress reduction and conflict management and make referrals for additional support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We come to you. It’s not something where you have to interrupt your workday in order to get your needs met,” said Erika Collins-Frazier, one of the wellness specialists. That model, she said, “changes the access, which means more people are going to reach out when they need help.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Dreading the alarm\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the pandemic, the special education teacher I spoke with usually woke up excited for the school day. “I had joy in my heart and soul. I would think of all of the things that I had on my to-do list, but I had the energy to get through each of the items that I needed to accomplish,” she said. This past fall, that feeling morphed into dread. Difficulties at school were compounded by personal challenges and the responsibilities of motherhood. When her alarm went off, she’d think, “No, five more hours, please.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, at the suggestion of a colleague, she reached out to Phoenix Union’s wellness specialists. One of them, Cailene Pisciotta, responded “super quickly” and the pair scheduled an appointment for the end of a school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the start of the school year through mid-March, Collins-Frazier and Pisciotta met with 208 teachers, administrators and staff members for a total of 438 individual counseling sessions, typically lasting an hour. They’d seen staff at every one of Phoenix Union’s 21 school sites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The counselors said the most common reasons that employees contacted them were \u003c/span>\u003ca href=\"https://www.kqed.org/news/11859088/covid-19-and-personal-grief-advice-from-experts\">\u003cspan style=\"font-weight: 400\">grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, depression, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\">\u003cspan style=\"font-weight: 400\">anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenges with some \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/threats-of-student-violence-and-misbehavior-are-rising-many-school-leaders-report/2022/01\">\u003cspan style=\"font-weight: 400\">student behaviors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class\">\u003cspan style=\"font-weight: 400\">fatigue from the uncertainties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrought by COVID-19. When asked how they respond to those stressors, Collins-Frazier and Pisciotta replied in unison: “validation.” Teaching during a pandemic is scary. It’s overwhelming. And teachers need to hear that acknowledged “because what they’re going through is so real,” Pisciotta said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teacher I spoke with said she first contacted the counselors because of marital challenges but ended up talking about tension caused by differences in classroom management styles between her and her co-teacher. Pisciotta helped her practice articulating her feelings with “I” statements, which led to a three-hour conversation between the two teachers about how to better support each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think now we’re connecting more in every way, like personally and professionally,” she said after her meetings with Pisciotta. “And that tension has started to go down, which has been a sigh of relief now because now I feel better about coming to work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to individual sessions, the wellness specialists lead workshops on self-care practices, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What they don’t do is crisis intervention or long-term treatment. If an employee needs more support after a few sessions, Collins-Frazier and Pisciotta refer them to an external provider. They’ve done a lot of outreach to find providers who can accept new clients and the district’s insurance, which can make a big difference when \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/11/18/1053566020/americans-can-wait-many-weeks-to-see-a-therapist-california-law-aims-to-fix-that\">\u003cspan style=\"font-weight: 400\">long wait times for mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are building a little network of people that are willing to jump in and help,” said Collins-Frazier.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>“Let’s start loving our people”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collins-Frazier and Pisciotta were hired in a time of \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/12/16/well/mental-health-crisis-america-covid.html\">\u003cspan style=\"font-weight: 400\">heightened need\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for mental health support because of coronavirus, but the idea for their positions originated earlier, according to Phoenix Union Superintendent \u003c/span>\u003ca href=\"https://twitter.com/chadgestson\">\u003cspan style=\"font-weight: 400\">Chad Gestson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We had an initial discussion right before the pandemic about, you know, if we’re investing so much money into the mental health and wraparound services of our 30,000 teenagers, why are we not doing the same thing for our 4,000 employees?” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So amid school closures in spring 2020, Gestson proposed to the governing board that the district create up to three full-time wellness positions, funded out of the regular operations budget. The board approved that plan. That was the start of the vision, not the end. In recent months, Gestson said, he and his team got approval for two wellness manager positions — one to oversee the social-emotional programs, and another to oversee physical wellness initiatives for staff. Those positions will be funded with money from the district’s medical insurance trust and its medical provider.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gestson said the program is being built out with a “ready, fire, aim” approach — a term from the \u003c/span>\u003ca href=\"https://www.forbes.com/sites/kevinready/2012/08/16/ready-fire-aim/?sh=b46c52e26738\">\u003cspan style=\"font-weight: 400\">start-up world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that suggests it’s better to start with something and adjust, rather than spending years planning. “When we launched this, it was just like, ‘let’s start loving our people,’” the superintendent said. In addition to adding manager positions, his team is still figuring out the parameters of the existing roles. For instance, what does wellness for the wellness specialists look like? When are they not on call? Pisciotta said setting the same kind of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\">\u003cspan style=\"font-weight: 400\">boundaries she encourages teachers to set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has taken conscious effort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators also are still figuring out how to evaluate the program’s success. Gestson said the numbers of employees requesting services, exiting services and being referred for additional support will be part of the equation, as will employee retention rates and an annual wellness survey that predates the creation of the positions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the anecdotal evidence of the benefits may be the most powerful. For example, Gestson said he’d received phone calls from two Phoenix Union administrators who told him that talking with the wellness specialists had been transformational for their mental health.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>“They realize you’re not just a teacher”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">The special education teacher I spoke with also expressed gratitude for the service. “It’s just so awesome that, you know, we’re already struggling enough, and now this free, incredible resource just comes right to me, and I can do it on my prep period.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not a cure-all, of course. During winter break, she felt dread rising again at the thought of school. After returning in January, though, the honest communication she’d started to have with her co-teacher started to pay off in their classroom. She said that by leaning into and trusting each other more, they’ve been better able to handle student behaviors and target their instruction. “I think we’re finally getting to some of the kids. So I’ve seen more success, maybe the last two weeks than I have before that this year,” she said in February.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meeting with Pisciotta also inspired her to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">prioritize her own needs more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, she started reading novels during her students’ silent reading time, bringing her back to her childhood identity as a bookworm. “I always tend to put everyone else in front of myself, and Cailene’s taught me how to be more aware of that,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I love about the program is they realize that you’re not just a teacher, that you’re a human and you have all these other things in your life.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two years into the COVID-19 pandemic, the in-person school days that once felt normal can feel totally draining for many educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That feeling comes from the challenges of motivating students after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59194/two-years-ago-schools-shut-down-around-the-world-these-are-the-biggest-impacts\">\u003cspan style=\"font-weight: 400\">two years of disrupted schooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the toll the pandemic has taken on educators and their families. And it’s all layered on top of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/teacher-burnout\">\u003cspan style=\"font-weight: 400\">an already demanding job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just feel like a whole mountain is on top of me,” said a special education teacher in Arizona, \u003c/span>\u003cspan style=\"font-weight: 400\">whose name KQED is not revealing due to concerns about retaliation\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The overwhelm is widespread. Across the country, teachers have said they \u003c/span>\u003ca href=\"https://www.npr.org/2021/12/22/1067024858/teachers-are-drowning-as-they-deal-with-students-acting-out-low-staff-and-covid\">\u003cspan style=\"font-weight: 400\">feel like they are drowning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">considering quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But at Phoenix Union High School District, where this teacher works, she can access a resource that’s not so common: mental health support for teachers on campus. Last year the school district hired two licensed professional counselors specifically to serve its 4,000 teachers and staff members. These \u003c/span>\u003ca href=\"https://www.pxu.org/Page/28214\">\u003cspan style=\"font-weight: 400\">wellness specialists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meet with employees on-site, where they offer an empathetic ear, teach strategies for stress reduction and conflict management and make referrals for additional support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We come to you. It’s not something where you have to interrupt your workday in order to get your needs met,” said Erika Collins-Frazier, one of the wellness specialists. That model, she said, “changes the access, which means more people are going to reach out when they need help.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Dreading the alarm\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the pandemic, the special education teacher I spoke with usually woke up excited for the school day. “I had joy in my heart and soul. I would think of all of the things that I had on my to-do list, but I had the energy to get through each of the items that I needed to accomplish,” she said. This past fall, that feeling morphed into dread. Difficulties at school were compounded by personal challenges and the responsibilities of motherhood. When her alarm went off, she’d think, “No, five more hours, please.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, at the suggestion of a colleague, she reached out to Phoenix Union’s wellness specialists. One of them, Cailene Pisciotta, responded “super quickly” and the pair scheduled an appointment for the end of a school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the start of the school year through mid-March, Collins-Frazier and Pisciotta met with 208 teachers, administrators and staff members for a total of 438 individual counseling sessions, typically lasting an hour. They’d seen staff at every one of Phoenix Union’s 21 school sites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The counselors said the most common reasons that employees contacted them were \u003c/span>\u003ca href=\"https://www.kqed.org/news/11859088/covid-19-and-personal-grief-advice-from-experts\">\u003cspan style=\"font-weight: 400\">grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, depression, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\">\u003cspan style=\"font-weight: 400\">anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenges with some \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/threats-of-student-violence-and-misbehavior-are-rising-many-school-leaders-report/2022/01\">\u003cspan style=\"font-weight: 400\">student behaviors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58702/is-it-ok-for-teachers-to-cry-in-class\">\u003cspan style=\"font-weight: 400\">fatigue from the uncertainties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrought by COVID-19. When asked how they respond to those stressors, Collins-Frazier and Pisciotta replied in unison: “validation.” Teaching during a pandemic is scary. It’s overwhelming. And teachers need to hear that acknowledged “because what they’re going through is so real,” Pisciotta said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teacher I spoke with said she first contacted the counselors because of marital challenges but ended up talking about tension caused by differences in classroom management styles between her and her co-teacher. Pisciotta helped her practice articulating her feelings with “I” statements, which led to a three-hour conversation between the two teachers about how to better support each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think now we’re connecting more in every way, like personally and professionally,” she said after her meetings with Pisciotta. “And that tension has started to go down, which has been a sigh of relief now because now I feel better about coming to work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to individual sessions, the wellness specialists lead workshops on self-care practices, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What they don’t do is crisis intervention or long-term treatment. If an employee needs more support after a few sessions, Collins-Frazier and Pisciotta refer them to an external provider. They’ve done a lot of outreach to find providers who can accept new clients and the district’s insurance, which can make a big difference when \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/11/18/1053566020/americans-can-wait-many-weeks-to-see-a-therapist-california-law-aims-to-fix-that\">\u003cspan style=\"font-weight: 400\">long wait times for mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are building a little network of people that are willing to jump in and help,” said Collins-Frazier.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>“Let’s start loving our people”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collins-Frazier and Pisciotta were hired in a time of \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/12/16/well/mental-health-crisis-america-covid.html\">\u003cspan style=\"font-weight: 400\">heightened need\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for mental health support because of coronavirus, but the idea for their positions originated earlier, according to Phoenix Union Superintendent \u003c/span>\u003ca href=\"https://twitter.com/chadgestson\">\u003cspan style=\"font-weight: 400\">Chad Gestson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We had an initial discussion right before the pandemic about, you know, if we’re investing so much money into the mental health and wraparound services of our 30,000 teenagers, why are we not doing the same thing for our 4,000 employees?” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So amid school closures in spring 2020, Gestson proposed to the governing board that the district create up to three full-time wellness positions, funded out of the regular operations budget. The board approved that plan. That was the start of the vision, not the end. In recent months, Gestson said, he and his team got approval for two wellness manager positions — one to oversee the social-emotional programs, and another to oversee physical wellness initiatives for staff. Those positions will be funded with money from the district’s medical insurance trust and its medical provider.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gestson said the program is being built out with a “ready, fire, aim” approach — a term from the \u003c/span>\u003ca href=\"https://www.forbes.com/sites/kevinready/2012/08/16/ready-fire-aim/?sh=b46c52e26738\">\u003cspan style=\"font-weight: 400\">start-up world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that suggests it’s better to start with something and adjust, rather than spending years planning. “When we launched this, it was just like, ‘let’s start loving our people,’” the superintendent said. In addition to adding manager positions, his team is still figuring out the parameters of the existing roles. For instance, what does wellness for the wellness specialists look like? When are they not on call? Pisciotta said setting the same kind of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\">\u003cspan style=\"font-weight: 400\">boundaries she encourages teachers to set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has taken conscious effort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Administrators also are still figuring out how to evaluate the program’s success. Gestson said the numbers of employees requesting services, exiting services and being referred for additional support will be part of the equation, as will employee retention rates and an annual wellness survey that predates the creation of the positions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the anecdotal evidence of the benefits may be the most powerful. For example, Gestson said he’d received phone calls from two Phoenix Union administrators who told him that talking with the wellness specialists had been transformational for their mental health.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>“They realize you’re not just a teacher”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">The special education teacher I spoke with also expressed gratitude for the service. “It’s just so awesome that, you know, we’re already struggling enough, and now this free, incredible resource just comes right to me, and I can do it on my prep period.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not a cure-all, of course. During winter break, she felt dread rising again at the thought of school. After returning in January, though, the honest communication she’d started to have with her co-teacher started to pay off in their classroom. She said that by leaning into and trusting each other more, they’ve been better able to handle student behaviors and target their instruction. “I think we’re finally getting to some of the kids. So I’ve seen more success, maybe the last two weeks than I have before that this year,” she said in February.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meeting with Pisciotta also inspired her to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">prioritize her own needs more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, she started reading novels during her students’ silent reading time, bringing her back to her childhood identity as a bookworm. “I always tend to put everyone else in front of myself, and Cailene’s taught me how to be more aware of that,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I love about the program is they realize that you’re not just a teacher, that you’re a human and you have all these other things in your life.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When kids and teens experience challenges or loss, they often feel pressure to hide their struggles or show their strength by quickly bouncing back. Susan Cain wrote about the unexpected benefits of sadness and how to help kids understand that all emotions are part of the normal human experience in her book “\u003ca href=\"https://susancain.net/book/bittersweet/\">Bittersweet: How Sorrow and Longing Make us Whole.\u003c/a>” She previously wrote \"Quiet: \u003ca href=\"https://www.goodreads.com/book/show/8520610-quiet\">The Power of Introverts\u003c/a> in a World That Can't Stop Talking.\"\u003c/p>\n\u003cp>\u003cstrong>Kris: In the first section of your book, you describe some of the “uses of sadness,” from sharpening our attention to stimulating creativity. I really love this line, “If we could honor sadness a little more, maybe we could see it – rather than enforced smiles or righteous outrage – as the bridge we need to connect with one another.” What do you mean by that and what’s its application to raising kids?\u003c/strong>\u003c/p>\n\u003cp>Cain: None of us wants to see our kids sad, of course. At the same time, it is a deeply human experience. So telegraphing to our kids that they shouldn't feel sad is not only not helpful, but it makes them feel shame on top of whatever they're feeling sad about.\u003c/p>\n\u003cp>But in terms of honoring sadness as a bridge, we are deeply evolutionarily primed to respond to each other's sadness. When you see another being in trouble or crying, your vagus nerve reacts to that. This instinct to feel bad when we see somebody else feeling bad – and to want to do something about it – is as much a part of humanity as our need to breathe.\u003c/p>\n\u003cp>\u003cstrong>Kris: For teens, the pressure to bounce back quickly and show that something didn’t really affect them can be intense. You write about the distinction between “moving on” and “moving forward.” Can you talk about that?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cain: The phrases “move on” or “get over it” are basically saying, “It's not okay for you to carry your loss for very long. Sure, it's okay to be sad on the day of the loss. And maybe it's okay the day after that. But there's a point at which we are going to expect you to get over it. It should no longer be part of you. Go back to your pre-loss self.”\u003c/p>\n\u003cp>\u003ca href=\"https://susancain.net/book/bittersweet/\">\u003cimg class=\"alignright size-thumbnail wp-image-59273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-800x1216.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1020x1551.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-768x1168.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1010x1536.jpeg 1010w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1347x2048.jpeg 1347w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1.jpeg 1684w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>But there’s another path: you can move forward with your life and carry that loss with you. You can still feel sad sometimes while also integrating new experiences and having new joys. It all becomes part of you. So instead of saying, “Okay, I've got to get from sad back to happy as fast as I can,” you realize life is just a collection of experiences that shape you and you're carrying them all.\u003c/p>\n\u003cp>\u003cstrong>Kris: While reading your book, I wrote in the margins this phrase from Dr. Susan David: “Life’s beauty is inseparable from its fragility.” As adults, we sometimes struggle with how to talk to kids about the fragile side of life – and put a premium on shielding them from pain and discomfort. What are some of your thoughts about this?\u003c/strong>\u003c/p>\n\u003cp>Cain: I think we inadvertently teach kids, especially those growing up in relative comfort, that “normal” means everything is sky high and flourishing. But the smooth road is not the default; it's the detour. Unexpected twists and turns are actually the main road. When life seems to go off path, kids need to know that it doesn’t mean something is wrong with them or with their experiences. It's incredibly comforting for children to know that life is made up of bittersweet. The question then becomes, how do you navigate it? Challenges can become an opportunity for them to learn – while still under the loving guidance of their parents – that this is part of what life is.\u003c/p>\n\u003cp>When my kids were little, we rented a house in the countryside that was right next to a field where two donkeys lived – Lucky and Norman. The kids and the donkeys absolutely fell in love with each other. They spent their whole week feeding the donkeys apples and carrots. And then as always happens with any summer romance, it had to come to an end. The kids were crying themselves to sleep at the thought of having to say goodbye to Lucky and Norman. We said all kinds of things to help them feel better. But what gave them the most comfort was when we said, “These kinds of goodbyes are a natural part of life. It's not the first time you're saying them, and it's not going to be the last time. Everybody has to say these kinds of goodbyes. It's natural.” It helped them to hear that the feelings they were having were normal.\u003c/p>\n\u003cp>\u003cstrong>Kris: Just last night, my eight-year-old son called me into his room in tears at 10 pm and said, \"I don’t want to fall asleep because once I do, vacation’s over.\" It strikes me that these small transitions can be a fertile time for parents and teachers to help kids think about the beauty in the bittersweet.\u003c/strong>\u003c/p>\n\u003cp>Cain: Absolutely. Because transitions are mini goodbyes, right? They're an expression of the final goodbye that we all face eventually. We don't know that when we're getting upset about the transition, but that's really what's happening. And so every time you can walk your child through the discomfort of transitions and the pain of the mini goodbye – whether it's the last day of camp or the last day of vacation – those are prime learning moments.\u003c/p>\n\u003cp>I quote a poem in the book by Gerard Manley Hopkin called “Spring and Fall.” And it's written by the poet to a little girl who is crying because the leaves are falling and she doesn't want the leaves to go away. She doesn't want winter to come. And he says, “Márgarét, áre you gríeving/Over Goldengrove unleaving?” And then later he says, “It's the blight that man was born for/It is Margaret you mourn for.”\u003cbr>\nI can't say those lines without shivers because of the wisdom and the empathy of that insight: Margaret doesn't know it yet; she's crying over the fact that life is impermanent.\u003c/p>\n\u003cp>But here’s the thing that's also true about that impermanence: it can be so painful, but it's also so intensely beautiful. The beauty of impermanence might be the greatest beauty we have – and all humans experience it. There's something about knowing that we're all in this crazy, beautiful, intensely imperfect experience together that is very uplifting.\u003c/p>\n\u003cp>\u003cstrong>Kris: Let’s talk about the idea of “effortless perfection.”\u003cbr>\n\u003c/strong>\u003cbr>\nCain: I sat down with a group of students at Princeton and asked them, “What is your life like, really?” Literally two minutes into the conversation, they start talking to me about this phenomenon they call effortless perfection, which is this intense pressure that they all feel to be effortlessly perfect – to be very fit, very good looking, to have great grades, to be socially adept, all this stuff. And not only to achieve all those things, but to look as if you didn't have to try and it all came to you naturally.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And this isn't just at Princeton. This is a phenomenon at schools all over the country. Kids are living in a culture where whatever is plaguing them seems wrong – and that they are wrong for feeling it – instead of being viewed as just a normal part of experience.\u003cbr>\nSo what we're really talking about is the normalization of experience. That the sweet is normal and the bitter is normal. We should expect that. The paradox is that the more we expect that and accept it, the more we have the emotional power to transform the bitter into sweet and to take the pain that we have and turn it into beauty in one form or another.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When kids and teens experience challenges or loss, they often feel pressure to hide their struggles or show their strength by quickly bouncing back. Susan Cain wrote about the unexpected benefits of sadness and how to help kids understand that all emotions are part of the normal human experience in her book “\u003ca href=\"https://susancain.net/book/bittersweet/\">Bittersweet: How Sorrow and Longing Make us Whole.\u003c/a>” She previously wrote \"Quiet: \u003ca href=\"https://www.goodreads.com/book/show/8520610-quiet\">The Power of Introverts\u003c/a> in a World That Can't Stop Talking.\"\u003c/p>\n\u003cp>\u003cstrong>Kris: In the first section of your book, you describe some of the “uses of sadness,” from sharpening our attention to stimulating creativity. I really love this line, “If we could honor sadness a little more, maybe we could see it – rather than enforced smiles or righteous outrage – as the bridge we need to connect with one another.” What do you mean by that and what’s its application to raising kids?\u003c/strong>\u003c/p>\n\u003cp>Cain: None of us wants to see our kids sad, of course. At the same time, it is a deeply human experience. So telegraphing to our kids that they shouldn't feel sad is not only not helpful, but it makes them feel shame on top of whatever they're feeling sad about.\u003c/p>\n\u003cp>But in terms of honoring sadness as a bridge, we are deeply evolutionarily primed to respond to each other's sadness. When you see another being in trouble or crying, your vagus nerve reacts to that. This instinct to feel bad when we see somebody else feeling bad – and to want to do something about it – is as much a part of humanity as our need to breathe.\u003c/p>\n\u003cp>\u003cstrong>Kris: For teens, the pressure to bounce back quickly and show that something didn’t really affect them can be intense. You write about the distinction between “moving on” and “moving forward.” Can you talk about that?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cain: The phrases “move on” or “get over it” are basically saying, “It's not okay for you to carry your loss for very long. Sure, it's okay to be sad on the day of the loss. And maybe it's okay the day after that. But there's a point at which we are going to expect you to get over it. It should no longer be part of you. Go back to your pre-loss self.”\u003c/p>\n\u003cp>\u003ca href=\"https://susancain.net/book/bittersweet/\">\u003cimg class=\"alignright size-thumbnail wp-image-59273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-800x1216.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1020x1551.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-768x1168.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1010x1536.jpeg 1010w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1-1347x2048.jpeg 1347w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/bittersweet-2d-cover-scaled-1.jpeg 1684w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>But there’s another path: you can move forward with your life and carry that loss with you. You can still feel sad sometimes while also integrating new experiences and having new joys. It all becomes part of you. So instead of saying, “Okay, I've got to get from sad back to happy as fast as I can,” you realize life is just a collection of experiences that shape you and you're carrying them all.\u003c/p>\n\u003cp>\u003cstrong>Kris: While reading your book, I wrote in the margins this phrase from Dr. Susan David: “Life’s beauty is inseparable from its fragility.” As adults, we sometimes struggle with how to talk to kids about the fragile side of life – and put a premium on shielding them from pain and discomfort. What are some of your thoughts about this?\u003c/strong>\u003c/p>\n\u003cp>Cain: I think we inadvertently teach kids, especially those growing up in relative comfort, that “normal” means everything is sky high and flourishing. But the smooth road is not the default; it's the detour. Unexpected twists and turns are actually the main road. When life seems to go off path, kids need to know that it doesn’t mean something is wrong with them or with their experiences. It's incredibly comforting for children to know that life is made up of bittersweet. The question then becomes, how do you navigate it? Challenges can become an opportunity for them to learn – while still under the loving guidance of their parents – that this is part of what life is.\u003c/p>\n\u003cp>When my kids were little, we rented a house in the countryside that was right next to a field where two donkeys lived – Lucky and Norman. The kids and the donkeys absolutely fell in love with each other. They spent their whole week feeding the donkeys apples and carrots. And then as always happens with any summer romance, it had to come to an end. The kids were crying themselves to sleep at the thought of having to say goodbye to Lucky and Norman. We said all kinds of things to help them feel better. But what gave them the most comfort was when we said, “These kinds of goodbyes are a natural part of life. It's not the first time you're saying them, and it's not going to be the last time. Everybody has to say these kinds of goodbyes. It's natural.” It helped them to hear that the feelings they were having were normal.\u003c/p>\n\u003cp>\u003cstrong>Kris: Just last night, my eight-year-old son called me into his room in tears at 10 pm and said, \"I don’t want to fall asleep because once I do, vacation’s over.\" It strikes me that these small transitions can be a fertile time for parents and teachers to help kids think about the beauty in the bittersweet.\u003c/strong>\u003c/p>\n\u003cp>Cain: Absolutely. Because transitions are mini goodbyes, right? They're an expression of the final goodbye that we all face eventually. We don't know that when we're getting upset about the transition, but that's really what's happening. And so every time you can walk your child through the discomfort of transitions and the pain of the mini goodbye – whether it's the last day of camp or the last day of vacation – those are prime learning moments.\u003c/p>\n\u003cp>I quote a poem in the book by Gerard Manley Hopkin called “Spring and Fall.” And it's written by the poet to a little girl who is crying because the leaves are falling and she doesn't want the leaves to go away. She doesn't want winter to come. And he says, “Márgarét, áre you gríeving/Over Goldengrove unleaving?” And then later he says, “It's the blight that man was born for/It is Margaret you mourn for.”\u003cbr>\nI can't say those lines without shivers because of the wisdom and the empathy of that insight: Margaret doesn't know it yet; she's crying over the fact that life is impermanent.\u003c/p>\n\u003cp>But here’s the thing that's also true about that impermanence: it can be so painful, but it's also so intensely beautiful. The beauty of impermanence might be the greatest beauty we have – and all humans experience it. There's something about knowing that we're all in this crazy, beautiful, intensely imperfect experience together that is very uplifting.\u003c/p>\n\u003cp>\u003cstrong>Kris: Let’s talk about the idea of “effortless perfection.”\u003cbr>\n\u003c/strong>\u003cbr>\nCain: I sat down with a group of students at Princeton and asked them, “What is your life like, really?” Literally two minutes into the conversation, they start talking to me about this phenomenon they call effortless perfection, which is this intense pressure that they all feel to be effortlessly perfect – to be very fit, very good looking, to have great grades, to be socially adept, all this stuff. And not only to achieve all those things, but to look as if you didn't have to try and it all came to you naturally.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And this isn't just at Princeton. This is a phenomenon at schools all over the country. Kids are living in a culture where whatever is plaguing them seems wrong – and that they are wrong for feeling it – instead of being viewed as just a normal part of experience.\u003cbr>\nSo what we're really talking about is the normalization of experience. That the sweet is normal and the bitter is normal. We should expect that. The paradox is that the more we expect that and accept it, the more we have the emotional power to transform the bitter into sweet and to take the pain that we have and turn it into beauty in one form or another.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">America is facing a “crisis of kindness,” according to science journalist Melinda Wenner Moyer, citing some of the harsh messages kids are exposed to, whether parents like it or not. In order to help children have the tools to navigate a sometimes unkind world, Moyer went in search of ways to counteract the forces that drag us down. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When we consciously raise our kids to be kind, she argues, we ensure that they will thrive – and that “they’ll build a better, fairer, stronger world in the process,” said Moyer, who wrote about her discoveries in her book, \u003ca href=\"https://www.amazon.com/Raise-Kids-Arent-Assholes-Parenting/dp/0593086937\">“How To Raise Kids Who Aren’t A**holes: Science-Based Strategies for Better Parenting\u003c/a>.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Link Between Kindness and Emotional Literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If we want to raise kind kids, we have to attend to their emotional development. “I was really surprised by the research on this,” said Moyer. “Over and over again, I saw studies that pointed out that just talking about feelings – allowing kids to have their feelings – is an important foundation for the development of generosity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional self-awareness is a building block for empathy, as is talking with kids about the link between their actions and another person’s reactions. “In order to be kind and helpful to someone else, you have to first be able to perceive what another person is feeling – and how what you do can directly affect another person’s state of mind,” said Moyer. “Help kids understand that there is a direct connection between what we do and what other people feel.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This practical empathy can help kids avoid hurting others, and it can also help them reach out proactively. For children, this might look like pausing to think: ‘My friend seems sad. Maybe there’s something I can do to help them not feel as sad.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research points to the efficacy of a disciplinary approach known as induction, in which caregivers explain how children’s actions affect other people. As Moyer explains, it’s the difference between saying, “Don’t hit” and saying “Hitting isn’t okay because it hurts your brother, and that’s why he’s sad right now”; or between “pick up your Legos” and “Please pick up your Legos because otherwise I’m going to step on one and it’s really going to hurt.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When parents and teachers simply say “don’t do that,” we miss an opportunity to help kids connect the dots. “Why are we asking them to stop? When we take the extra beat and link what they have done, or not done, with how it affects you or another person, it really helps them understand the rationale for your request,” said Moyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, according to studies Moyer cites, children whose parents use induction as a form of discipline are more generous and empathetic than children whose parents use power-assertive strategies such as punishments. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Chores-Kindness Connection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many parents will be pleased to learn that engaging in chores doesn’t just build useful skills – it also builds kindness. “There is a strong link between doing things that are good for the whole family and the development of generous behavior,” said Moyer. “When I ask my kids to help clear the table, I might say, ‘This is really helping me and dad out because we have a lot going on. You're making our house look nicer, and you're making it so that we have clean dishes for breakfast tomorrow. So it's really helpful for the entire family.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While adults may feel that statements like this are pointing out the obvious, we have to remember that kids are at different stages of their development – and that kindness is a character trait that takes both practice and intellectual understanding. “Sometimes, as parents, we expect and assume that our kids understand things that we haven’t made explicit,” said Moyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, speaking to children about their influence on the family is a sign of respect. According to Moyer, it tells them, “You really matter. What you do really affects others. Your actions are powerful and can be used in very, very good ways.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kindness, Bullying, and Upstanding\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When parents regularly talk with kids about what kindness looks like and how their actions affect others, they raise kids who are less likely to bully and more likely to stand up for others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parents often underestimate their child’s capacity to be mean. For example, in one study out of the University of New Hampshire, 31 percent of fifth graders admitted to teasing or picking on other kids. But only 11 percent of parents believed their child engaged in such activity – including only two percent of the parents whose children admitted to teasing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s this bias in the way we perceive our kids,” said Moyer, “We are always worried about what other kids are going to do to our kids, rather than what our kids might do to other kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s helpful for parents and educators to recognize that bullying is a continuum and that a child’s role may vary from day to day – from aggressor, to bystander, to target. Even the kindest child might laugh along to a mean joke one day. This grey area highlights the need for clear, open conversations about what bullying is, the many forms it takes, and why it’s not okay for them to engage in this behavior. “We assume that kids know what bullying is and what it looks like, but the research suggests that there are lots of kids who just don’t get how teasing someone makes that person feel.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Of course, raising kids who don’t bully is a minimum standard. We also want to help our children be the type of people who stand up for others. According to one study, fourth and fifth graders whose parents gave them clear advice about what to do when they witnessed bullying were much more likely than other kids to reach out and support bullying victims. “Kids do actually listen to their parents,” said Moyer. “Having these conversations changes how our kids behave and the choices they make at school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So what should our kids do if they see another child being picked on? Teach them to reach out with kindness to targets – to sit with them at lunch, invite them to play at recess, or even just stand near them in a warm manner. In surveys, children who have been bullied report that “the most helpful thing that other kids did after they've been bullied was to listen to them and to spend time with them,” said Moyer. “If your child feels courageous enough to say something to the bully, that's great. But if they don't, there's still so much they can do to be supportive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Finally, Moyer reminds parents that children are incredible observers of adult behavior. “Your kids are watching what you're doing. They're watching how you interact with your friends and how you talk about and treat your partner.” When you do make a mistake or say something unkind – as we all do at times – that can also be a teachable moment.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When I lose my temper, I will use that as a conversation starter later and say, ‘Gosh. I got really angry there. And I think I should've taken some deep breaths before I said what I said',\" she explained. \"And sometimes I ask my kids, ‘What do you think I could have done better in that situation?’ It’s all about modeling what you want to see, while also showing that you're still growing and learning from your mistakes. We're all human and that's okay.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">America is facing a “crisis of kindness,” according to science journalist Melinda Wenner Moyer, citing some of the harsh messages kids are exposed to, whether parents like it or not. In order to help children have the tools to navigate a sometimes unkind world, Moyer went in search of ways to counteract the forces that drag us down. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When we consciously raise our kids to be kind, she argues, we ensure that they will thrive – and that “they’ll build a better, fairer, stronger world in the process,” said Moyer, who wrote about her discoveries in her book, \u003ca href=\"https://www.amazon.com/Raise-Kids-Arent-Assholes-Parenting/dp/0593086937\">“How To Raise Kids Who Aren’t A**holes: Science-Based Strategies for Better Parenting\u003c/a>.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Link Between Kindness and Emotional Literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If we want to raise kind kids, we have to attend to their emotional development. “I was really surprised by the research on this,” said Moyer. “Over and over again, I saw studies that pointed out that just talking about feelings – allowing kids to have their feelings – is an important foundation for the development of generosity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional self-awareness is a building block for empathy, as is talking with kids about the link between their actions and another person’s reactions. “In order to be kind and helpful to someone else, you have to first be able to perceive what another person is feeling – and how what you do can directly affect another person’s state of mind,” said Moyer. “Help kids understand that there is a direct connection between what we do and what other people feel.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This practical empathy can help kids avoid hurting others, and it can also help them reach out proactively. For children, this might look like pausing to think: ‘My friend seems sad. Maybe there’s something I can do to help them not feel as sad.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research points to the efficacy of a disciplinary approach known as induction, in which caregivers explain how children’s actions affect other people. As Moyer explains, it’s the difference between saying, “Don’t hit” and saying “Hitting isn’t okay because it hurts your brother, and that’s why he’s sad right now”; or between “pick up your Legos” and “Please pick up your Legos because otherwise I’m going to step on one and it’s really going to hurt.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When parents and teachers simply say “don’t do that,” we miss an opportunity to help kids connect the dots. “Why are we asking them to stop? When we take the extra beat and link what they have done, or not done, with how it affects you or another person, it really helps them understand the rationale for your request,” said Moyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, according to studies Moyer cites, children whose parents use induction as a form of discipline are more generous and empathetic than children whose parents use power-assertive strategies such as punishments. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Chores-Kindness Connection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many parents will be pleased to learn that engaging in chores doesn’t just build useful skills – it also builds kindness. “There is a strong link between doing things that are good for the whole family and the development of generous behavior,” said Moyer. “When I ask my kids to help clear the table, I might say, ‘This is really helping me and dad out because we have a lot going on. You're making our house look nicer, and you're making it so that we have clean dishes for breakfast tomorrow. So it's really helpful for the entire family.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While adults may feel that statements like this are pointing out the obvious, we have to remember that kids are at different stages of their development – and that kindness is a character trait that takes both practice and intellectual understanding. “Sometimes, as parents, we expect and assume that our kids understand things that we haven’t made explicit,” said Moyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, speaking to children about their influence on the family is a sign of respect. According to Moyer, it tells them, “You really matter. What you do really affects others. Your actions are powerful and can be used in very, very good ways.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kindness, Bullying, and Upstanding\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When parents regularly talk with kids about what kindness looks like and how their actions affect others, they raise kids who are less likely to bully and more likely to stand up for others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parents often underestimate their child’s capacity to be mean. For example, in one study out of the University of New Hampshire, 31 percent of fifth graders admitted to teasing or picking on other kids. But only 11 percent of parents believed their child engaged in such activity – including only two percent of the parents whose children admitted to teasing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s this bias in the way we perceive our kids,” said Moyer, “We are always worried about what other kids are going to do to our kids, rather than what our kids might do to other kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s helpful for parents and educators to recognize that bullying is a continuum and that a child’s role may vary from day to day – from aggressor, to bystander, to target. Even the kindest child might laugh along to a mean joke one day. This grey area highlights the need for clear, open conversations about what bullying is, the many forms it takes, and why it’s not okay for them to engage in this behavior. “We assume that kids know what bullying is and what it looks like, but the research suggests that there are lots of kids who just don’t get how teasing someone makes that person feel.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Of course, raising kids who don’t bully is a minimum standard. We also want to help our children be the type of people who stand up for others. According to one study, fourth and fifth graders whose parents gave them clear advice about what to do when they witnessed bullying were much more likely than other kids to reach out and support bullying victims. “Kids do actually listen to their parents,” said Moyer. “Having these conversations changes how our kids behave and the choices they make at school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So what should our kids do if they see another child being picked on? Teach them to reach out with kindness to targets – to sit with them at lunch, invite them to play at recess, or even just stand near them in a warm manner. In surveys, children who have been bullied report that “the most helpful thing that other kids did after they've been bullied was to listen to them and to spend time with them,” said Moyer. “If your child feels courageous enough to say something to the bully, that's great. But if they don't, there's still so much they can do to be supportive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Finally, Moyer reminds parents that children are incredible observers of adult behavior. “Your kids are watching what you're doing. They're watching how you interact with your friends and how you talk about and treat your partner.” When you do make a mistake or say something unkind – as we all do at times – that can also be a teachable moment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When I lose my temper, I will use that as a conversation starter later and say, ‘Gosh. I got really angry there. And I think I should've taken some deep breaths before I said what I said',\" she explained. \"And sometimes I ask my kids, ‘What do you think I could have done better in that situation?’ It’s all about modeling what you want to see, while also showing that you're still growing and learning from your mistakes. We're all human and that's okay.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Strategies for developing a school-wide culture of healing",
"headTitle": "5 Strategies for developing a school-wide culture of healing | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity",
"headTitle": "How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Even grown adults can remember that one teacher they had who made school really exciting or terribly boring. Student-teacher relationships carry weight and have a significant effect on how kids perform in school. And this is even more apparent with \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that show students who share their teacher’s racial identity experience benefits, such as better academic performance and more persistence in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More evidence suggests that Black, Asian and Latinx students in grades four through eight who have teachers that match their ethnoracial identity get \u003c/span>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/10/11/how-does-student-teacher-matching-affect-suspensions-for-students-of-color/\">\u003cspan style=\"font-weight: 400;\">fewer school suspensions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, according to findings by educators \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol-hehimhis\">Travis Bristol\u003c/a>, \u003ca href=\"https://gsehd.gwu.edu/directory/shirrell-matthew\">Matt Shirrell\u003c/a> and \u003ca href=\"https://gse.berkeley.edu/tolani-britton\">Tolani Britton\u003c/a> published last fall. In 2016, researchers at NYU found students of all races have more \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">favorable perceptions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> of their Black and Latino teachers. “Something is happening in the classrooms of these teachers, and this is something that’s worthy of study and understanding,” said Britton, an assistant professor at UC Berkeley’s Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s not to say that every student needs a teacher who exactly matches their race. With \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400;\">more than half of the nation’s public school students being children of colo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">r\u003c/a> compared to about \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\">\u003cspan style=\"font-weight: 400;\">20% of teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, that would be an unrealistic expectation. It is to say that connecting with students matters and with that comes a need to diversify the teacher workforce and learn from the practices educators of color are using in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools continue to \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionately dole out suspensions to Black student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">s\u003c/a>, even after reaching a peak in 2011-2012, \u003c/span>\u003ca href=\"https://www.ncsl.org/research/education/new-state-approaches-to-student-discipline.aspx\">\u003cspan style=\"font-weight: 400;\">which prompted action from state and federal governments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While one might see student misconduct and socioeconomic status as responsible for these high discipline rates, research suggests that\u003c/span>\u003cspan style=\"font-weight: 400;\"> it has more to do with how teachers and school leaders \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/EZUzzne2qzAxus2Q69dK/full\">perceive student behavior\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. White teachers, who make up about 80% of the teacher workforce, are\u003c/span>\u003cspan style=\"font-weight: 400;\"> more likely \u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">t\u003c/a>\u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">o punish Black students more harshly\u003c/a> than white students for the same misbehavior\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Suspensions come with consequences that go far beyond missing several days of school. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s really tremendous evidence that the negatives far outweigh the benefits,” said Shirrell, an assistant professor at George Washington University’s Graduate School of Education and Human Development. He’s referring to \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13RSSf4C6nD5La4VnlrYA1cnoGzVgTJ-d/view\">\u003cspan style=\"font-weight: 400;\">data \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">showing that student suspensions are linked to a lower likelihood of graduating high school and going to college as well as\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\"> a higher likelihood of interactions with the police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">Missing school, overall, even as little as \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\">10 days in a school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, jeopardizes chances of graduating.\u003c/span>\u003cspan style=\"font-weight: 400;\"> Other studies show that \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good\">\u003cspan style=\"font-weight: 400;\">suspended students become less engaged in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, leading to low performance without necessarily correcting the behavior that caused the suspension in the first place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If we’re trying to be more inclusive, what are we teaching young children by using exclusionary discipline practices?” asked Britton. “It’s not just that children are missing school or less likely to graduate, but it’s also what [they are] learning and internalizing about themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a transition back to learning in school buildings, \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2021/p1007-covid-19-orphaned-children.html\">\u003cspan style=\"font-weight: 400;\">many students have experienced trauma from the COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and it’s showing up as alarming behavioral issues at school. “Our children are in crisis,” said Britton. Learning from Black, Asian and Latinx teachers about what is going well in their classrooms, especially in regards to discipline, helps all educators develop ways to better cope with how trauma is playing out in today’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Strategies for shaping school culture\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">School leaders are essential to \u003c/span>\u003cspan style=\"font-weight: 400;\">shaping\u003c/span>\u003cspan style=\"font-weight: 400;\"> school culture and retaining teachers who reflect the identities of their students. While school leaders are often under pressure from a variety of forces, including districts and school boards, factors that lead to increased retention are well in their control. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/19427751211034214?journalCode=jrla\">\u003cspan style=\"font-weight: 400;\">Evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that teachers are more likely to stay at their school if their principal respects their input, is transparent and prioritizes quality student education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400;\">Shaping school culture \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">around discipline may include prioritizing mental health resources that address the underlying reasons for students’ behavioral issues or creating mandates around what types of disciplinary responses are allowed. Most importantly, school leaders need buy-in from teachers so that everyone is on the same page about how reexamining school discipline will have positive effects on both teaching and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Having teachers examine their own data, such as the race and gender of the students they have suspended in the past year, reveals helpful information, said Britton. Afterwards, teachers can participate in trainings and have honest, data-informed conversations about what they found when they reviewed the ways they were using discipline in their classrooms. “We need to understand and have more insight into what these biases are and how they might shape their expectations for students,” said Shirrell. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Coming up with creative solutions together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators don’t need to share the same race as their students in order to support their learning because teachers of color aren’t successful in the classroom just because they are teachers of color. “There are practices that they are bringing into their classroom that are allowing for some sort of relationship with students,” said Britton. “[It is] both social emotional as well as pedagogical.” \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">The success of teachers of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with students is only in part because of their ability to serve as role models for students of color, draw from their own experience when addressing topics related to race and be culturally sensitive to the needs of their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to bring these effective practices to light, teachers need to be in community together so that they can learn from each other, specifically in how to de-escalate situations with students. “There are so few opportunities for teachers to engage in that kind of collective work,” said Shirrell. He said creating a consistent space for teachers to come together to talk about the challenges they are having in the classroom could be impactful. “Engaging in this kind of critical thinking about our own biases and how that influences our work with our students is going to be more productive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, there are opportunities for learning on both sides, said Britton about teachers of color and white teachers. Schools can make it a practice to allow teachers to visit their colleagues’ classrooms to learn about how they manage their classes. “Particularly when they’re teaching the same students,” she said, urging teachers to pay attention to how children perform with different teachers and in different environments. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These conversations about discipline aren’t just isolated to schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “It’s part and parcel of the larger conversations that we are having as a society about how we police and monitor communities of color and students of color,” said Shirrell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Creativity will play an important role in finding new ways to address students who are not behaving according to expectations. One alternative is looking to parents and caregivers for the ways that they manage children’s behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our children spent a year home with us learning,” said Britton. “I may have wanted to use exclusionary discipline, but I didn’t.” Teachers can ask caregivers questions like “How can I support your child?” and “What does your child need in order to have a good learning experience?” to find different ways to address behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Fortunately, caregivers, school leaders and educators are united in one thing: wanting students to have a positive school experience. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The long-term negative consequences of suspensions are high, especially for students of color, who are disproportionately affected. Retaining diverse staff and creating opportunities for teachers to learn from each other can lead to less disciplinary responses and better outcomes for students.",
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"description": "With suspensions, the negatives far outweigh the positives. Retaining diverse staff and creating opportunities for teachers to learn from each other can lead to less disciplinary responses and better outcomes for students.",
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"title": "How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Even grown adults can remember that one teacher they had who made school really exciting or terribly boring. Student-teacher relationships carry weight and have a significant effect on how kids perform in school. And this is even more apparent with \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that show students who share their teacher’s racial identity experience benefits, such as better academic performance and more persistence in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More evidence suggests that Black, Asian and Latinx students in grades four through eight who have teachers that match their ethnoracial identity get \u003c/span>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/10/11/how-does-student-teacher-matching-affect-suspensions-for-students-of-color/\">\u003cspan style=\"font-weight: 400;\">fewer school suspensions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, according to findings by educators \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol-hehimhis\">Travis Bristol\u003c/a>, \u003ca href=\"https://gsehd.gwu.edu/directory/shirrell-matthew\">Matt Shirrell\u003c/a> and \u003ca href=\"https://gse.berkeley.edu/tolani-britton\">Tolani Britton\u003c/a> published last fall. In 2016, researchers at NYU found students of all races have more \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">favorable perceptions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> of their Black and Latino teachers. “Something is happening in the classrooms of these teachers, and this is something that’s worthy of study and understanding,” said Britton, an assistant professor at UC Berkeley’s Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s not to say that every student needs a teacher who exactly matches their race. With \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400;\">more than half of the nation’s public school students being children of colo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">r\u003c/a> compared to about \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\">\u003cspan style=\"font-weight: 400;\">20% of teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, that would be an unrealistic expectation. It is to say that connecting with students matters and with that comes a need to diversify the teacher workforce and learn from the practices educators of color are using in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools continue to \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionately dole out suspensions to Black student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">s\u003c/a>, even after reaching a peak in 2011-2012, \u003c/span>\u003ca href=\"https://www.ncsl.org/research/education/new-state-approaches-to-student-discipline.aspx\">\u003cspan style=\"font-weight: 400;\">which prompted action from state and federal governments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While one might see student misconduct and socioeconomic status as responsible for these high discipline rates, research suggests that\u003c/span>\u003cspan style=\"font-weight: 400;\"> it has more to do with how teachers and school leaders \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/EZUzzne2qzAxus2Q69dK/full\">perceive student behavior\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. White teachers, who make up about 80% of the teacher workforce, are\u003c/span>\u003cspan style=\"font-weight: 400;\"> more likely \u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">t\u003c/a>\u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">o punish Black students more harshly\u003c/a> than white students for the same misbehavior\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Suspensions come with consequences that go far beyond missing several days of school. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s really tremendous evidence that the negatives far outweigh the benefits,” said Shirrell, an assistant professor at George Washington University’s Graduate School of Education and Human Development. He’s referring to \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13RSSf4C6nD5La4VnlrYA1cnoGzVgTJ-d/view\">\u003cspan style=\"font-weight: 400;\">data \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">showing that student suspensions are linked to a lower likelihood of graduating high school and going to college as well as\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\"> a higher likelihood of interactions with the police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">Missing school, overall, even as little as \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\">10 days in a school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, jeopardizes chances of graduating.\u003c/span>\u003cspan style=\"font-weight: 400;\"> Other studies show that \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good\">\u003cspan style=\"font-weight: 400;\">suspended students become less engaged in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, leading to low performance without necessarily correcting the behavior that caused the suspension in the first place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If we’re trying to be more inclusive, what are we teaching young children by using exclusionary discipline practices?” asked Britton. “It’s not just that children are missing school or less likely to graduate, but it’s also what [they are] learning and internalizing about themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a transition back to learning in school buildings, \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2021/p1007-covid-19-orphaned-children.html\">\u003cspan style=\"font-weight: 400;\">many students have experienced trauma from the COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and it’s showing up as alarming behavioral issues at school. “Our children are in crisis,” said Britton. Learning from Black, Asian and Latinx teachers about what is going well in their classrooms, especially in regards to discipline, helps all educators develop ways to better cope with how trauma is playing out in today’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Strategies for shaping school culture\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">School leaders are essential to \u003c/span>\u003cspan style=\"font-weight: 400;\">shaping\u003c/span>\u003cspan style=\"font-weight: 400;\"> school culture and retaining teachers who reflect the identities of their students. While school leaders are often under pressure from a variety of forces, including districts and school boards, factors that lead to increased retention are well in their control. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/19427751211034214?journalCode=jrla\">\u003cspan style=\"font-weight: 400;\">Evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that teachers are more likely to stay at their school if their principal respects their input, is transparent and prioritizes quality student education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400;\">Shaping school culture \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">around discipline may include prioritizing mental health resources that address the underlying reasons for students’ behavioral issues or creating mandates around what types of disciplinary responses are allowed. Most importantly, school leaders need buy-in from teachers so that everyone is on the same page about how reexamining school discipline will have positive effects on both teaching and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Having teachers examine their own data, such as the race and gender of the students they have suspended in the past year, reveals helpful information, said Britton. Afterwards, teachers can participate in trainings and have honest, data-informed conversations about what they found when they reviewed the ways they were using discipline in their classrooms. “We need to understand and have more insight into what these biases are and how they might shape their expectations for students,” said Shirrell. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Coming up with creative solutions together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators don’t need to share the same race as their students in order to support their learning because teachers of color aren’t successful in the classroom just because they are teachers of color. “There are practices that they are bringing into their classroom that are allowing for some sort of relationship with students,” said Britton. “[It is] both social emotional as well as pedagogical.” \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">The success of teachers of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with students is only in part because of their ability to serve as role models for students of color, draw from their own experience when addressing topics related to race and be culturally sensitive to the needs of their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to bring these effective practices to light, teachers need to be in community together so that they can learn from each other, specifically in how to de-escalate situations with students. “There are so few opportunities for teachers to engage in that kind of collective work,” said Shirrell. He said creating a consistent space for teachers to come together to talk about the challenges they are having in the classroom could be impactful. “Engaging in this kind of critical thinking about our own biases and how that influences our work with our students is going to be more productive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, there are opportunities for learning on both sides, said Britton about teachers of color and white teachers. Schools can make it a practice to allow teachers to visit their colleagues’ classrooms to learn about how they manage their classes. “Particularly when they’re teaching the same students,” she said, urging teachers to pay attention to how children perform with different teachers and in different environments. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These conversations about discipline aren’t just isolated to schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “It’s part and parcel of the larger conversations that we are having as a society about how we police and monitor communities of color and students of color,” said Shirrell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Creativity will play an important role in finding new ways to address students who are not behaving according to expectations. One alternative is looking to parents and caregivers for the ways that they manage children’s behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our children spent a year home with us learning,” said Britton. “I may have wanted to use exclusionary discipline, but I didn’t.” Teachers can ask caregivers questions like “How can I support your child?” and “What does your child need in order to have a good learning experience?” to find different ways to address behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Fortunately, caregivers, school leaders and educators are united in one thing: wanting students to have a positive school experience. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>PAW PAW, Mich. — On a windy December morning in rural southwest Michigan, an American flag flapped at half-staff outside Paw Paw Early Elementary School. A social worker with a miniature therapy dog named Trixie offered comfort at the entry doors.\u003c/p>\n\u003cp>Children wearing face masks scampered off buses into the morning chill, some stooping to pet the shaggy pup before ambling inside.\u003c/p>\n\u003cp>Like kids in so many cities and towns around the globe, the youngsters in Michigan's Van Buren Intermediate School District have been through a lot these past few years. A relentless pandemic that continues to disrupt classrooms, sicken friends and loved ones, and has left some district families jobless and homeless. Three student suicide attempts since in-person school resumed full-time this fall, two student suicides last year. And now, a deadly shooting just two days earlier at a school a few hours away.\u003c/p>\n\u003cp>But with an infusion of federal COVID relief money and state funding this year plus a belief among local school officials that kids can't succeed academically if they are struggling emotionally, every child in this district's 11 schools is receiving extra help.\u003c/p>\n\u003cp>In a school year that was supposed to be a return to normal but has proven anything but, the district has launched an educational program based on a key component of modern psychology — cognitive behavior therapy. Principles of this method are embedded in the curriculum and are part of the district's full embrace of social and emotional learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students in every grade are taught how thoughts, feelings and behaviors are linked and how learning how to control and reframe thoughts can lead to more positive outcomes. The program includes more intensive lessons for kids struggling with anxiety, depression or trauma, along with sessions on suicide prevention. All district employees learn about the concepts.\u003c/p>\n\u003cp>While schools in the U.S. and elsewhere are increasingly teaching social and emotional learning skills, many use a more piecemeal approach, creating a designated class for talking about feelings, or focusing that attention only on the most troubled kids. Many lack funding and resources to adopt the kind of comprehensive approach that Paw Paw and its neighbor schools are attempting, weaving evidence-based psychology methods into the curriculum and involving all students and staff.\u003c/p>\n\u003cp>Effective social and emotional learning doesn't happen \"only at certain times of the day or with certain people,\" it should be reflected in all school operations and practices, said Olga Acosta Price, director of the national Center for Health and Health Care in Schools. With disruptions from the pandemic so widespread, that kind of approach is needed \"now more than ever,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_58863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668106100-4ecfea18207b543fe0d6cee0b47ad3612a994f01-scaled-e1640076527963.jpg\" alt='Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions.\"' width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions,\" at Paw Paw Elementary School earlier this month, in Paw Paw, Mich. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As second-graders at Paw Paw Early Elementary sat crossed-legged on the floor on this December day, they received an introduction from their teacher and a video presentation, learning how to identify, manage and reframe \"big\" feelings like anxiety, anger and sadness.\u003c/p>\n\u003cp>The youngsters were given an example: Feeling angry and yelling at your mom because she forgot to buy your favorite breakfast cereal. That makes you more upset and your mom feel sad. Instead, remember that you also like waffles and could ask her nicely to make some, leading you both to feel happier as you begin your day.\u003c/p>\n\u003cp>At the adjoining elementary school for older grades, in a group session for more at-risk kids, four fifth graders practiced a mindfulness exercise, slowly breathing in and out while using a forefinger to trace up and down the fingers on the other hand. Behavior specialist Eric Clark, wearing a black face mask printed with the message, \"Be Nice,\" led the session, calmly accepting a defiant girl's refusal to participate.\u003c/p>\n\u003cp>Clark said that since school resumed, he's seen kids with lots of anxiety, thoughts of self-harm and feeling \"completely overwhelmed, they just don't want to do it anymore.\"\u003c/p>\n\u003cp>\"I think we're starting to see some of the effects of the past few years,\" he said. \"The extra stresses of not knowing what's next and not knowing if we're going to have school because we have too many cases or not knowing if another variant has come in or not knowing if somebody has a job still.\"\u003c/p>\n\u003cp>Clark said the psychology-focused program the district has adopted, dubbed \"TRAILS\" by its University of Michigan creators, is helping everyone manage the challenges.\u003c/p>\n\u003cfigure id=\"attachment_58865\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58865\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668154502-bafaccce50f9f9d80e734ea1d1f002d5d6369648-scaled-e1640076699861.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders talk in small groups about their how they're feeling at Paw Paw Elementary School in Paw Paw, Mich. With an infusion of federal COVID relief money and state funding this year, every child in this district's 11 schools is receiving extra support of some kind. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We can't control what's coming at us, but we can control how we respond to it,\" Clark said.\u003c/p>\n\u003cp>Abby Olmstead, a dark-haired, dark-eyed 10-year-old girl with a splash of freckles across her nose, says the finger-breathing exercise calms her and that working with Clark \"has been helping me a lot.\"\u003c/p>\n\u003cp>\"He always makes me laugh when I have anxiety, and that's not a bad thing,\" she said.\u003c/p>\n\u003cp>Her mom, Dawn Olmstead, said Abby struggled with online school last year and is learning how to better manage her frustrations.\u003c/p>\n\u003cp>\"I definitely approve of what they're doing for social and emotional learning,\" Olmstead said. \"If that was not there, you couldn't get down to the basics for my own daughter.\"\u003c/p>\n\u003cp>More than 1,000 district employees, even bus drivers, have received training in the program.\u003c/p>\n\u003cp>\"From the superintendent on down to every staff person, we have said you need to know what makes kids tick,\" said Corey Harbaugh, Paw Paw schools' curriculum director. \"You need to be better at that so that every adult a student comes into contact with — from the moment they get on a bus in the morning, the moment they get off in the afternoon — every adult has been trained and has been given some tools to work with kids around social, emotional skills.\"\u003c/p>\n\u003cp>Some parents have questioned the approach, arguing that their kids are \"well-regulated\" and don't need it. And some mistakenly think social and emotional learning is somehow related to a method of understanding American racism called critical race theory.\u003c/p>\n\u003cp>Harbaugh doesn't back down.\u003c/p>\n\u003cp>\"We're very direct in saying we know this is good for kids. The research is there,\" he said.\u003c/p>\n\u003cp>Studies have shown that social and emotional learning programs can improve academic performance, classroom behavior and stress management. Research also suggests TRAILS lessons for at-risk kids can reduce depression and improve coping skills.\u003c/p>\n\u003cp>Almost 700 U.S. schools have paid contracts to receive support and implement the program. Its website provides free online materials that are downloaded more than 2,000 times daily, and users come from all over the world, said Elizabeth Koschmann, a University of Michigan researcher who developed the program. Those downloads have skyrocketed during the pandemic.\u003c/p>\n\u003cp>She said schools contact her almost daily, asking \"how how they can possibly keep up with students who are falling apart, staff who are losing morale and experiencing tremendous burnout, and just a pervasive sense of exhaustion, despair, and hopelessness.\"\u003c/p>\n\u003cp>Evidence supporting the need for more attention to students' mental well-being is plentiful.\u003c/p>\n\u003cp>U.S. emergency rooms have seen a surge in kids with mental health crises including suicidal behavior, depression and eating disorders. Pediatric mental health therapists are scarce in many areas and kids often wait months for outpatient treatment.\u003c/p>\n\u003cp>In a Dec. 7 public health advisory, U.S. Surgeon General Vivek Murthy cited research showing that depression and anxiety symptoms doubled among youth worldwide during the pandemic. Expanding school-based programs is among his recommendations.\u003c/p>\n\u003cp>The American Academy of Pediatrics is among groups that recently made similar recommendations in declaring children's faltering mental health a national emergency.\u003c/p>\n\u003cp>With teachers and students all struggling with the effects of the pandemic, \"more needs to be done,\" said Dr. Sara Bode, chair-elect of the academy's council on school health and a pediatrician at Nationwide Children's Hospital in Columbus, Ohio. Comprehensive programs are \"critical because we cannot individually treat our way out of this crisis.\"\u003c/p>\n\u003cp>At Paw Paw Middle School, an emergency drill interrupted 8th graders writing down values and behavior they'd like to see in a social contract for the class. The drill gave students and administrators time to reflect on the recent school shooting in Oxford, Michigan, allegedly by a boy just a few years older than these kids.\u003c/p>\n\u003cp>Paw Paw students were told to seek the nearest classroom rather than flee outside, in case a shooter was positioned there.\u003c/p>\n\u003cp>Will Bowater, 13, said the reminders are stressful but that \"it helps to know that there are people who are, like, collected enough to think about how to deal with stuff like that.\"\u003c/p>\n\u003cp>He said the school's focus on feelings and positivity is a good thing, even if \"sometimes it does kind of sound, a bit, like, corny.\"\u003c/p>\n\u003cp>Harbaugh acknowledged it's a work in progress.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"If you come to look at our school, social, emotional learning and Paw Paw, we're not serving up a gourmet meal here,\" he said. \"We're in the kitchen, there's flour everywhere, the eggs are broken and you know, we've got things in motion and the ovens are heating behind us. We're trying to figure it out. And we're going to keep at it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+embrace+social+and+emotional+learning+to+help+%27overwhelmed%27+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>PAW PAW, Mich. — On a windy December morning in rural southwest Michigan, an American flag flapped at half-staff outside Paw Paw Early Elementary School. A social worker with a miniature therapy dog named Trixie offered comfort at the entry doors.\u003c/p>\n\u003cp>Children wearing face masks scampered off buses into the morning chill, some stooping to pet the shaggy pup before ambling inside.\u003c/p>\n\u003cp>Like kids in so many cities and towns around the globe, the youngsters in Michigan's Van Buren Intermediate School District have been through a lot these past few years. A relentless pandemic that continues to disrupt classrooms, sicken friends and loved ones, and has left some district families jobless and homeless. Three student suicide attempts since in-person school resumed full-time this fall, two student suicides last year. And now, a deadly shooting just two days earlier at a school a few hours away.\u003c/p>\n\u003cp>But with an infusion of federal COVID relief money and state funding this year plus a belief among local school officials that kids can't succeed academically if they are struggling emotionally, every child in this district's 11 schools is receiving extra help.\u003c/p>\n\u003cp>In a school year that was supposed to be a return to normal but has proven anything but, the district has launched an educational program based on a key component of modern psychology — cognitive behavior therapy. Principles of this method are embedded in the curriculum and are part of the district's full embrace of social and emotional learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students in every grade are taught how thoughts, feelings and behaviors are linked and how learning how to control and reframe thoughts can lead to more positive outcomes. The program includes more intensive lessons for kids struggling with anxiety, depression or trauma, along with sessions on suicide prevention. All district employees learn about the concepts.\u003c/p>\n\u003cp>While schools in the U.S. and elsewhere are increasingly teaching social and emotional learning skills, many use a more piecemeal approach, creating a designated class for talking about feelings, or focusing that attention only on the most troubled kids. Many lack funding and resources to adopt the kind of comprehensive approach that Paw Paw and its neighbor schools are attempting, weaving evidence-based psychology methods into the curriculum and involving all students and staff.\u003c/p>\n\u003cp>Effective social and emotional learning doesn't happen \"only at certain times of the day or with certain people,\" it should be reflected in all school operations and practices, said Olga Acosta Price, director of the national Center for Health and Health Care in Schools. With disruptions from the pandemic so widespread, that kind of approach is needed \"now more than ever,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_58863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668106100-4ecfea18207b543fe0d6cee0b47ad3612a994f01-scaled-e1640076527963.jpg\" alt='Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions.\"' width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions,\" at Paw Paw Elementary School earlier this month, in Paw Paw, Mich. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As second-graders at Paw Paw Early Elementary sat crossed-legged on the floor on this December day, they received an introduction from their teacher and a video presentation, learning how to identify, manage and reframe \"big\" feelings like anxiety, anger and sadness.\u003c/p>\n\u003cp>The youngsters were given an example: Feeling angry and yelling at your mom because she forgot to buy your favorite breakfast cereal. That makes you more upset and your mom feel sad. Instead, remember that you also like waffles and could ask her nicely to make some, leading you both to feel happier as you begin your day.\u003c/p>\n\u003cp>At the adjoining elementary school for older grades, in a group session for more at-risk kids, four fifth graders practiced a mindfulness exercise, slowly breathing in and out while using a forefinger to trace up and down the fingers on the other hand. Behavior specialist Eric Clark, wearing a black face mask printed with the message, \"Be Nice,\" led the session, calmly accepting a defiant girl's refusal to participate.\u003c/p>\n\u003cp>Clark said that since school resumed, he's seen kids with lots of anxiety, thoughts of self-harm and feeling \"completely overwhelmed, they just don't want to do it anymore.\"\u003c/p>\n\u003cp>\"I think we're starting to see some of the effects of the past few years,\" he said. \"The extra stresses of not knowing what's next and not knowing if we're going to have school because we have too many cases or not knowing if another variant has come in or not knowing if somebody has a job still.\"\u003c/p>\n\u003cp>Clark said the psychology-focused program the district has adopted, dubbed \"TRAILS\" by its University of Michigan creators, is helping everyone manage the challenges.\u003c/p>\n\u003cfigure id=\"attachment_58865\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58865\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668154502-bafaccce50f9f9d80e734ea1d1f002d5d6369648-scaled-e1640076699861.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders talk in small groups about their how they're feeling at Paw Paw Elementary School in Paw Paw, Mich. With an infusion of federal COVID relief money and state funding this year, every child in this district's 11 schools is receiving extra support of some kind. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We can't control what's coming at us, but we can control how we respond to it,\" Clark said.\u003c/p>\n\u003cp>Abby Olmstead, a dark-haired, dark-eyed 10-year-old girl with a splash of freckles across her nose, says the finger-breathing exercise calms her and that working with Clark \"has been helping me a lot.\"\u003c/p>\n\u003cp>\"He always makes me laugh when I have anxiety, and that's not a bad thing,\" she said.\u003c/p>\n\u003cp>Her mom, Dawn Olmstead, said Abby struggled with online school last year and is learning how to better manage her frustrations.\u003c/p>\n\u003cp>\"I definitely approve of what they're doing for social and emotional learning,\" Olmstead said. \"If that was not there, you couldn't get down to the basics for my own daughter.\"\u003c/p>\n\u003cp>More than 1,000 district employees, even bus drivers, have received training in the program.\u003c/p>\n\u003cp>\"From the superintendent on down to every staff person, we have said you need to know what makes kids tick,\" said Corey Harbaugh, Paw Paw schools' curriculum director. \"You need to be better at that so that every adult a student comes into contact with — from the moment they get on a bus in the morning, the moment they get off in the afternoon — every adult has been trained and has been given some tools to work with kids around social, emotional skills.\"\u003c/p>\n\u003cp>Some parents have questioned the approach, arguing that their kids are \"well-regulated\" and don't need it. And some mistakenly think social and emotional learning is somehow related to a method of understanding American racism called critical race theory.\u003c/p>\n\u003cp>Harbaugh doesn't back down.\u003c/p>\n\u003cp>\"We're very direct in saying we know this is good for kids. The research is there,\" he said.\u003c/p>\n\u003cp>Studies have shown that social and emotional learning programs can improve academic performance, classroom behavior and stress management. Research also suggests TRAILS lessons for at-risk kids can reduce depression and improve coping skills.\u003c/p>\n\u003cp>Almost 700 U.S. schools have paid contracts to receive support and implement the program. Its website provides free online materials that are downloaded more than 2,000 times daily, and users come from all over the world, said Elizabeth Koschmann, a University of Michigan researcher who developed the program. Those downloads have skyrocketed during the pandemic.\u003c/p>\n\u003cp>She said schools contact her almost daily, asking \"how how they can possibly keep up with students who are falling apart, staff who are losing morale and experiencing tremendous burnout, and just a pervasive sense of exhaustion, despair, and hopelessness.\"\u003c/p>\n\u003cp>Evidence supporting the need for more attention to students' mental well-being is plentiful.\u003c/p>\n\u003cp>U.S. emergency rooms have seen a surge in kids with mental health crises including suicidal behavior, depression and eating disorders. Pediatric mental health therapists are scarce in many areas and kids often wait months for outpatient treatment.\u003c/p>\n\u003cp>In a Dec. 7 public health advisory, U.S. Surgeon General Vivek Murthy cited research showing that depression and anxiety symptoms doubled among youth worldwide during the pandemic. Expanding school-based programs is among his recommendations.\u003c/p>\n\u003cp>The American Academy of Pediatrics is among groups that recently made similar recommendations in declaring children's faltering mental health a national emergency.\u003c/p>\n\u003cp>With teachers and students all struggling with the effects of the pandemic, \"more needs to be done,\" said Dr. Sara Bode, chair-elect of the academy's council on school health and a pediatrician at Nationwide Children's Hospital in Columbus, Ohio. Comprehensive programs are \"critical because we cannot individually treat our way out of this crisis.\"\u003c/p>\n\u003cp>At Paw Paw Middle School, an emergency drill interrupted 8th graders writing down values and behavior they'd like to see in a social contract for the class. The drill gave students and administrators time to reflect on the recent school shooting in Oxford, Michigan, allegedly by a boy just a few years older than these kids.\u003c/p>\n\u003cp>Paw Paw students were told to seek the nearest classroom rather than flee outside, in case a shooter was positioned there.\u003c/p>\n\u003cp>Will Bowater, 13, said the reminders are stressful but that \"it helps to know that there are people who are, like, collected enough to think about how to deal with stuff like that.\"\u003c/p>\n\u003cp>He said the school's focus on feelings and positivity is a good thing, even if \"sometimes it does kind of sound, a bit, like, corny.\"\u003c/p>\n\u003cp>Harbaugh acknowledged it's a work in progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If you come to look at our school, social, emotional learning and Paw Paw, we're not serving up a gourmet meal here,\" he said. \"We're in the kitchen, there's flour everywhere, the eggs are broken and you know, we've got things in motion and the ovens are heating behind us. We're trying to figure it out. And we're going to keep at it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+embrace+social+and+emotional+learning+to+help+%27overwhelmed%27+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For kids grappling with the pandemic's traumas, art classes can be an oasis",
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"content": "\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=42psNdBXhNE&t=6s\">\u003cem>School's a little different this year\u003c/em>\u003c/a>\u003cem>,\u003c/em> so art teachers are using their classes to help kids cope.\u003c/p>\n\u003cp>After spending months trying to get used to remote learning, now kids are struggling to adjust to being in school in person again. Health experts recently \u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\">declared\u003c/a> the decline in children and adolescents' mental health a \"national emergency.\" As schools grapple with \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-07#surgeon-general-vivek-murthy-issues-a-warning-about-youth-and-mental-health\">the social and emotional effects of the pandemic on students\u003c/a>, music, theater and other art teachers are trying to help.\u003c/p>\n\u003ch3>Going back to school means big transitions\u003c/h3>\n\u003cp>Imagine you're back in sixth grade, your first year of middle school, surrounded by tons of new people you don't know. It's a big transition for kids, says Jesse Mazur, the principal of George Washington Middle School in Alexandria, Va.\u003c/p>\n\u003cp>\"We have sixth-graders that come from eight different feeder schools, so when our sixth-graders arrive here, there's generally some jockeying for social positioning.\"\u003c/p>\n\u003cp>This year, says Mazur, there's so much jockeying going on, \"it's almost like we have an entire building full of sixth-graders. ... I think it caught us all off guard. The student behaviors were not what we anticipated. Coming back together, resocialization required more support than I think we were ready to provide.\"\u003c/p>\n\u003ch3>Art is a way to channel big emotions\u003c/h3>\n\u003cp>Emotions are the stuff of great theater. Robert McDonough's drama class at George Washington is controlled chaos as some 20 seventh-graders in small groups rehearse different scenes in the same room at the same time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The energy, not to mention the noise, is high, and McDonough doesn't try to turn it off. Amid the constant chatter, each group takes its turn performing for him. His feedback is enthusiastic but pointed: \"Memorize your lines\" and \"Wait for her cue.\"\u003c/p>\n\u003cp>After months of being \"estranged\" from their peers, McDonough says students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great,\" he says. \"It can also be a little tiring,\" McDonough laughs.\u003c/p>\n\u003cfigure id=\"attachment_58829\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg class=\"wp-image-58829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg\" alt=\"\" width=\"1998\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg 1998w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1920x1280.jpg 1920w\" sizes=\"(max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">George Washington Middle School drama teacher Robert McDonough says after months of being \"estranged\" from their peers, students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great\" he says. \"It can also be a little tiring,\" McDonough laughs. \u003ccite>(Susan Hale Thomas/Alexandria City Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>James Haywood Rolling Jr., a former art teacher and president of the National Art Education Association, hopes art teachers recognize that \"even though it's a struggle right now, we're very much needed.\"\u003c/p>\n\u003cp>Drama, music, dance and other art classes allow kids to tap into their \"creative superpowers,\" says Rolling, who is also the Chair of Art Education at Syracuse University. He says art class is often a school's \"oasis.\"\u003c/p>\n\u003cp>\"Art teachers have a unique ability to affect students' agency, the sense of being able to take what is a mess or chaos and make order out of it,\" says Rolling, \"even if one is feeling lost in oneself or in the context of one's daily circumstances, we have this ability to get at that thing that makes us human.\"\u003c/p>\n\u003cp>But Rolling acknowledges it's not as though kids can just go back to art or drama and suddenly everything's fine, especially when teachers themselves are feeling the stress.\u003c/p>\n\u003cp>Early childhood music teachers, for example, have had some of their most effective teaching tools taken away, starting with the most popular: singing.\u003c/p>\n\u003ch3>Music teachers are improvising\u003c/h3>\n\u003cp>At Frances Fuchs Early Childhood Learning Center in Prince George's County, Md., music therapist Monica Levin keeps her sessions safe by Zooming into small classes, even though she's in the same building. A group of five kids are masked up and keeping their distance ... for the most part — they're 3- and 4-year-olds. Levin easily gets them singing and dancing.\u003c/p>\n\u003cp>While this might be better than no music class at all, Levin says the pandemic has limited what the kids can do.\u003c/p>\n\u003cp>\"They're missing the ability to share, to take turns, to touch toys together ... to work together in a group,\" says Levin. Pre-pandemic, \"I could sit kids on the floor and they could share a small drum together, so they're making music \u003cem>together\u003c/em>.\"\u003c/p>\n\u003cp>Another popular activity had the kids \"build a tower out of instruments and then pretend they were something else.\" Levin says she misses that kind of creative play, \"because it's a catalyst for language development, questions and answers, inquiry.\"\u003c/p>\n\u003cp>Songs can be a powerful instructional tool. Music therapist Stephanie Leavell says she's written dozens of pandemic-themed songs for young children including \"The Masked Moose\" and \"The Washing Walrus.\" She's been sharing them with music educators around the country.\u003c/p>\n\u003cp>Leavell says she never sugar-coats her lyrics.\u003c/p>\n\u003cp>\"Kids are so perceptive,\" she says, \"They have the ability to understand their own emotions in the right environment, so I like creating songs that really acknowledge those real emotions and big emotions that kids have.\"\u003c/p>\n\u003cp>https://youtu.be/42psNdBXhNE\u003c/p>\n\u003cp>The song \"School's a Little Different This Year,\" for example, \"was just an opportunity to say, you know, all of these big things are happening, all of these big changes are happening, but it's going to be OK,\" Leavell explains.\u003c/p>\n\u003ch3>Teen angst is heightened\u003c/h3>\n\u003cp>Older kids are also wrestling with real pandemic-induced emotions. Interacting with peers is an essential part of teens' social development.\u003c/p>\n\u003cp>According to \u003ca href=\"https://publichealth.jhu.edu/2021/teen-mental-health-during-covid-19\">Johns Hopkins' Bloomberg School of Public Health\u003c/a>, \"the pandemic's shrinking of their world has been especially difficult.\"\u003c/p>\n\u003cp>\"Since we've been alone for over a year, getting back into socializing with classmates and teachers,\" says Heaven Hill, a high school junior in Chicago, \"I have noticed, like, a disconnect. Being around so many people at once, I can feel kind of anxious sometimes.\"\u003c/p>\n\u003cp>For Hill, making art is an important outlet. At a program called After School Matters, she and other students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals.\u003c/p>\n\u003cfigure id=\"attachment_58830\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58830 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/mirtes-and-teens-working-on-gately-mosaic_wide-afba866e66ab50580f8fc8ea3f37441c7eb6558e-e1639119862577.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Each person kind of gets their own section to work on,\" says Hill, \"As we go, we start putting the pieces together...it's basically just like one big puzzle and we all put it together at the end.\"\u003c/p>\n\u003cp>The process of solving the puzzle and figuring out \"how I can make these tiles flow and show movement through tile and color,\" says Hill, is \"a great creative way to say what you want without actually having to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_58831\" class=\"wp-caption alignnone\" style=\"max-width: 1150px\">\u003cimg class=\"size-full wp-image-58831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg\" alt=\"\" width=\"1150\" height=\"647\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg 1150w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-768x432.jpg 768w\" sizes=\"(max-width: 1150px) 100vw, 1150px\">\u003cfigcaption class=\"wp-caption-text\">During a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's another side effect of art-making.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Whether it's a mosaic, writing a poem or learning to play an instrument, making art is about solving problems. \"That ability to make something from nothing,\" says James Haywood Rolling Jr., also builds \"resilience.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+kids+grappling+with+the+pandemic%27s+traumas%2C+art+classes+can+be+an+oasis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=42psNdBXhNE&t=6s\">\u003cem>School's a little different this year\u003c/em>\u003c/a>\u003cem>,\u003c/em> so art teachers are using their classes to help kids cope.\u003c/p>\n\u003cp>After spending months trying to get used to remote learning, now kids are struggling to adjust to being in school in person again. Health experts recently \u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\">declared\u003c/a> the decline in children and adolescents' mental health a \"national emergency.\" As schools grapple with \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-07#surgeon-general-vivek-murthy-issues-a-warning-about-youth-and-mental-health\">the social and emotional effects of the pandemic on students\u003c/a>, music, theater and other art teachers are trying to help.\u003c/p>\n\u003ch3>Going back to school means big transitions\u003c/h3>\n\u003cp>Imagine you're back in sixth grade, your first year of middle school, surrounded by tons of new people you don't know. It's a big transition for kids, says Jesse Mazur, the principal of George Washington Middle School in Alexandria, Va.\u003c/p>\n\u003cp>\"We have sixth-graders that come from eight different feeder schools, so when our sixth-graders arrive here, there's generally some jockeying for social positioning.\"\u003c/p>\n\u003cp>This year, says Mazur, there's so much jockeying going on, \"it's almost like we have an entire building full of sixth-graders. ... I think it caught us all off guard. The student behaviors were not what we anticipated. Coming back together, resocialization required more support than I think we were ready to provide.\"\u003c/p>\n\u003ch3>Art is a way to channel big emotions\u003c/h3>\n\u003cp>Emotions are the stuff of great theater. Robert McDonough's drama class at George Washington is controlled chaos as some 20 seventh-graders in small groups rehearse different scenes in the same room at the same time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The energy, not to mention the noise, is high, and McDonough doesn't try to turn it off. Amid the constant chatter, each group takes its turn performing for him. His feedback is enthusiastic but pointed: \"Memorize your lines\" and \"Wait for her cue.\"\u003c/p>\n\u003cp>After months of being \"estranged\" from their peers, McDonough says students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great,\" he says. \"It can also be a little tiring,\" McDonough laughs.\u003c/p>\n\u003cfigure id=\"attachment_58829\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg class=\"wp-image-58829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg\" alt=\"\" width=\"1998\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg 1998w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1920x1280.jpg 1920w\" sizes=\"(max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">George Washington Middle School drama teacher Robert McDonough says after months of being \"estranged\" from their peers, students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great\" he says. \"It can also be a little tiring,\" McDonough laughs. \u003ccite>(Susan Hale Thomas/Alexandria City Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>James Haywood Rolling Jr., a former art teacher and president of the National Art Education Association, hopes art teachers recognize that \"even though it's a struggle right now, we're very much needed.\"\u003c/p>\n\u003cp>Drama, music, dance and other art classes allow kids to tap into their \"creative superpowers,\" says Rolling, who is also the Chair of Art Education at Syracuse University. He says art class is often a school's \"oasis.\"\u003c/p>\n\u003cp>\"Art teachers have a unique ability to affect students' agency, the sense of being able to take what is a mess or chaos and make order out of it,\" says Rolling, \"even if one is feeling lost in oneself or in the context of one's daily circumstances, we have this ability to get at that thing that makes us human.\"\u003c/p>\n\u003cp>But Rolling acknowledges it's not as though kids can just go back to art or drama and suddenly everything's fine, especially when teachers themselves are feeling the stress.\u003c/p>\n\u003cp>Early childhood music teachers, for example, have had some of their most effective teaching tools taken away, starting with the most popular: singing.\u003c/p>\n\u003ch3>Music teachers are improvising\u003c/h3>\n\u003cp>At Frances Fuchs Early Childhood Learning Center in Prince George's County, Md., music therapist Monica Levin keeps her sessions safe by Zooming into small classes, even though she's in the same building. A group of five kids are masked up and keeping their distance ... for the most part — they're 3- and 4-year-olds. Levin easily gets them singing and dancing.\u003c/p>\n\u003cp>While this might be better than no music class at all, Levin says the pandemic has limited what the kids can do.\u003c/p>\n\u003cp>\"They're missing the ability to share, to take turns, to touch toys together ... to work together in a group,\" says Levin. Pre-pandemic, \"I could sit kids on the floor and they could share a small drum together, so they're making music \u003cem>together\u003c/em>.\"\u003c/p>\n\u003cp>Another popular activity had the kids \"build a tower out of instruments and then pretend they were something else.\" Levin says she misses that kind of creative play, \"because it's a catalyst for language development, questions and answers, inquiry.\"\u003c/p>\n\u003cp>Songs can be a powerful instructional tool. Music therapist Stephanie Leavell says she's written dozens of pandemic-themed songs for young children including \"The Masked Moose\" and \"The Washing Walrus.\" She's been sharing them with music educators around the country.\u003c/p>\n\u003cp>Leavell says she never sugar-coats her lyrics.\u003c/p>\n\u003cp>\"Kids are so perceptive,\" she says, \"They have the ability to understand their own emotions in the right environment, so I like creating songs that really acknowledge those real emotions and big emotions that kids have.\"\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/42psNdBXhNE'\n title='//www.youtube.com/embed/42psNdBXhNE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The song \"School's a Little Different This Year,\" for example, \"was just an opportunity to say, you know, all of these big things are happening, all of these big changes are happening, but it's going to be OK,\" Leavell explains.\u003c/p>\n\u003ch3>Teen angst is heightened\u003c/h3>\n\u003cp>Older kids are also wrestling with real pandemic-induced emotions. Interacting with peers is an essential part of teens' social development.\u003c/p>\n\u003cp>According to \u003ca href=\"https://publichealth.jhu.edu/2021/teen-mental-health-during-covid-19\">Johns Hopkins' Bloomberg School of Public Health\u003c/a>, \"the pandemic's shrinking of their world has been especially difficult.\"\u003c/p>\n\u003cp>\"Since we've been alone for over a year, getting back into socializing with classmates and teachers,\" says Heaven Hill, a high school junior in Chicago, \"I have noticed, like, a disconnect. Being around so many people at once, I can feel kind of anxious sometimes.\"\u003c/p>\n\u003cp>For Hill, making art is an important outlet. At a program called After School Matters, she and other students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals.\u003c/p>\n\u003cfigure id=\"attachment_58830\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58830 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/mirtes-and-teens-working-on-gately-mosaic_wide-afba866e66ab50580f8fc8ea3f37441c7eb6558e-e1639119862577.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Each person kind of gets their own section to work on,\" says Hill, \"As we go, we start putting the pieces together...it's basically just like one big puzzle and we all put it together at the end.\"\u003c/p>\n\u003cp>The process of solving the puzzle and figuring out \"how I can make these tiles flow and show movement through tile and color,\" says Hill, is \"a great creative way to say what you want without actually having to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_58831\" class=\"wp-caption alignnone\" style=\"max-width: 1150px\">\u003cimg class=\"size-full wp-image-58831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg\" alt=\"\" width=\"1150\" height=\"647\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg 1150w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-768x432.jpg 768w\" sizes=\"(max-width: 1150px) 100vw, 1150px\">\u003cfigcaption class=\"wp-caption-text\">During a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's another side effect of art-making.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whether it's a mosaic, writing a poem or learning to play an instrument, making art is about solving problems. \"That ability to make something from nothing,\" says James Haywood Rolling Jr., also builds \"resilience.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+kids+grappling+with+the+pandemic%27s+traumas%2C+art+classes+can+be+an+oasis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"title": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/jenniferlagarde/status/1227760800539930625\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
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"description": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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