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"content": "\u003cp>If you know anything about New Orleans public schools, you probably know this: Hurricane Katrina wiped them out and almost all the schools became privately run charters.\u003c/p>\n\u003cp>Many of those schools subscribed to the \u003cem>no excuses\u003c/em> discipline model — the idea that if you crack down on slight misbehavior, you can prevent bigger issues from erupting.\u003c/p>\n\u003cp>That was also true of Crocker College Prep, an elementary school in New Orleans. It had strict rules about everything. Students had to sit up straight at their desks, eyes tracking the speaker. They had to walk the halls in silence and even wear the right kind of socks. Students who broke these rules, or acted out in other ways, were punished.\u003c/p>\n\u003cp>The thing is, students across New Orleans face high rates of exposure to trauma, but school discipline policies have rarely accounted for that.\u003c/p>\n\u003cp>Crocker College Prep is now one of five New Orleans charter schools in a collective to become more trauma-informed. That means Crocker aims to account for the social, emotional and behavioral needs of all students, and their lives outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://iwesnola.org/\">The Institute of Women and Ethnic Studies\u003c/a> found that kids in New Orleans screen positive for post-traumatic stress disorder at more than \u003ca href=\"http://inthatnumber-iwes.org/about-1/\">three times the national rate\u003c/a>. The institute also found that up to half of all kids have dealt with homicide in some way, with 20 percent actually witnessing murder. And then there's the city's high poverty rate — about 40 percent of kids living below the poverty line. The state's \u003ca href=\"http://www.sentencingproject.org/the-facts/#map\">high incarceration\u003c/a> rate means many children have a parent behind bars.\u003c/p>\n\u003cp>\"Generally there just was really not an understanding of how trauma impacts a child,\" says Paulette Carter, president and CEO of the \u003ca href=\"http://www.childrens-bureau.com/\">Children's Bureau\u003c/a>\u003ca href=\"http://www.childrens-bureau.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> of New Orleans\u003c/a>, a mental health agency for kids and families.\u003c/p>\n\u003cp>\"Teachers and school staff really look at children through the lens of, 'What's wrong with that child?' Versus, 'What happened to that child?' \"\u003c/p>\n\u003cp>Carter says schools, because they have so many children dealing with many different issues, often don't think about the reasons behind behaviors. Mental health workers, like her, though, have learned a lot recently about how trauma changes the brain.\u003c/p>\n\u003cp>\"A kid who's been exposed to trauma ... that fight or flight response is much more developed and stronger,\" Carter says.\u003c/p>\n\u003cfigure id=\"attachment_48336\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48336\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-crockerd_slide-caba9e5b0eec23f99c16622808889369960634c6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Katie Murray starts most school days with a social-emotional learning curriculum for her 7th grade class. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If I'm walking down the hallway and somebody bumps into me, and I don't have a significant trauma history, I'm gonna say 'Oh, sorry, excuse me,' \" she explains. \"Whereas a kid who's been exposed to trauma on an ongoing basis, if somebody bumps into them that might be a threat.\" From there, she says, the survival brain kicks in and reasoning and logic shut down.\u003c/p>\n\u003cp>Crocker has developed ways to help students who are dealing with those experiences. Two full-time social workers hold one-on-one sessions with students who need someone to talk to. Teachers send disruptive students to a room called the wellness center for a meditative time-out that's not supposed to be punishment.\u003c/p>\n\u003cp>If students fight, they first work it out through group discussion. Kids who act up or shut down get extra support, not detention or suspension like they used to. The idea is to tend to life troubles at school, instead of sending kids home.\u003c/p>\n\u003ch3>Sherlae\u003c/h3>\n\u003cp>Sherlae stands in her bedroom and digs through a desk drawer. It's filled with pencils and Sharpies. They're some of the 13-year-old's most cherished possessions, because Sherlae, who goes to Crocker College Prep, loves to write. She fills thick, spiral notebooks with song lyrics and original poetry.\u003c/p>\n\u003cp>\"Most of the time I write my poetry on my bed because it gives me a lot of thoughts right there,\" Sherlae says.\u003c/p>\n\u003cp>We're using Sherlae's middle name to protect her privacy.\u003c/p>\n\u003cp>A while back she says her mom stormed into her room, grabbed all her school work and writing, and threw it in a dumpster down the street.\u003c/p>\n\u003cp>She opens another desk drawer, stuffed full of paper. \"I save all my writing in here,\" she says. \"Because I don't want my mom to throw it away.\"\u003c/p>\n\u003cp>Sherlae says sometimes her mom is great. She'll take her swimming, or riding bikes and they'll have a \"sunshiny day.\"\u003c/p>\n\u003cp>But there are times when her mom goes off her medication, or drinks too much. \"She just turns into a different person,\" Sherlae says. \"And it's like, 'Do I even know you anymore?' \"\u003c/p>\n\u003cp>Sherlae's grandmother, Marie — whose middle name we're also using — has been watching her since she was 3 years old. They're close.\u003c/p>\n\u003cfigure id=\"attachment_48337\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48337\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-s-portrait_slide-b0cc30863d872c2ac4daf020623d4afcc30afbfe-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Sherlae is in seventh grade at Crocker College Prep. She used to put her head down on her desk at school and keep emotions bottled up inside. Then she started meeting with a school social worker. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marie says that a few years ago, Sherlae and her mom were evicted and her mom began cycling in and out of jail. That's when Sherlae's grades started to drop.\u003c/p>\n\u003cp>We reached out to Sherlae's mom, but she declined to speak with us for this story.\u003c/p>\n\u003cp>Some children respond to trauma by disrupting class, starting fights, storming out into the hallways. But when Sherlae's upset, she completely shuts down. \"When you should worry about me is when I'm not paying attention in class,\" she says.\u003c/p>\n\u003cp>During those times she says she's thinking about her mom. \"Why is she doing this and why is it happening to me?\"\u003c/p>\n\u003cp>At Crocker, Sherlae gets help.\u003c/p>\n\u003cp>\"I think she's a really easy kid to just fly under the radar,\" says Rochelle Gauthier, one of two full-time staff social workers at the school. \"Because she's not a behavior problem. She's not causing a lot of disruption.\"\u003c/p>\n\u003cp>But Sherlae was hurting. She had to repeat the fourth grade. Her grandmother asked the school for help and Gauthier was assigned.\u003c/p>\n\u003cp>\"I went and pulled her from class, introduced myself, brought her to my office,\" Gauthier says.\u003c/p>\n\u003cp>Sherlae remembers that day, too: \"She was just wondering, like, what makes you sad when you're in class? What makes you not focus in class? What makes you not be happy?\"\u003c/p>\n\u003cp>The two set up regular appointments. They'd talk through feelings and come up with coping mechanisms, like writing poetry.\u003c/p>\n\u003cp>\"You know, really sadly, kids who struggle with serious depression, who fly under the radar, can end up in the hospital for harming themselves or potentially dead as well,\" Gauthier says.\u003c/p>\n\u003cp>That's something Sherlae says she's thought about.\u003c/p>\n\u003cp>\"My depression about my mom got to the point where one time I said I wanted to hurt myself.\"\u003c/p>\n\u003cp>She'd had an extremely painful interaction with her mom. \"She said she didn't want me around. Like she was saying that she didn't want me in the world anymore and stuff like that.\"\u003c/p>\n\u003cp>Gauthier made her sign a contract promising she wouldn't harm herself and got her into more intensive counseling.\u003c/p>\n\u003cp>Crocker makes an effort to catch quiet kids like Sherlae. Teachers fill out a form for each student, noting things like whether they get easily distracted or seem overly nervous. Teachers also track students' behavior. If they notice a big change, they can tell a social worker. And teachers are now trained to recognize signs of trauma.\u003c/p>\n\u003cp>Sherlae is still dealing with trauma. But, \"after three years of getting lots of counseling and support, I'm noticing, even as those situations continue to happen at home, she's developed so many strong skills and has a support network that it's not affecting her as much as it to used to,\" Gauthier says.\u003c/p>\n\u003cp>Last spring, after years of bad grades, Sherlae reached into her purple backpack and surprised her grandma with a great report card. She wants to keep up the good work, but she knows it's up to her to stay steady. That report card was one of the things her mom threw in the trash.\u003c/p>\n\u003ch3>Principal Boykins\u003c/h3>\n\u003cp>It's a Wednesday morning at Crocker College Prep and Principal Nicole Boykins is posted up on the second floor hallway. Every few seconds she calls to kids to tuck in shirts, to stop running. Then a teacher walks up with third grader. The student is fuming.\u003c/p>\n\u003cp>\"Shane, what's up?\" Boykins asks.\u003c/p>\n\u003cp>He mumbles that he doesn't want to be in class.\u003c/p>\n\u003cp>Rochelle Gauthier is there in the hallway, too. She reminds the boy of some recent success. \"We just had a great outing on Friday. We got to go to the basketball game and do all that because you had two good days.\"\u003c/p>\n\u003cfigure id=\"attachment_48358\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48358\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO.jpg\" alt=\"\" width=\"800\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-768x495.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-520x335.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young children play outside in the fog at Crocker College Prep, an elementary school in New Orleans. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The encouragement doesn't work. Shane runs into the stairwell. Boykins goes after him and gets on a school walkie-talkie, asking for help.\u003c/p>\n\u003cp>\"Shane has been struggling,\" she says, describing a meeting just days before between herself, a social worker, a student dean and Shane's mom.\u003c/p>\n\u003cp>\"Mom thinks Shane is struggling because dad was just sentenced to 20 years,\" Boykins says. While in jail in New Orleans, awaiting sentencing, Shane could visit his father. But the sentencing meant he was transferred to a prison many hours' drive away. \"And now we're struggling significantly,\" Boykins says.\u003c/p>\n\u003cp>This kind of work takes a lot of energy. Three or four staff members might tag team to help one troubled student on any given day. Boykins might spend half her work day working on behavior.\u003c/p>\n\u003cp>She started as a first grade teacher at Crocker. Now she's in charge of about 550 pre-K through eighth grade students.\u003c/p>\n\u003cp>Since Katrina, it's become rare for school leaders to be from New Orleans. Boykins grew up in a neighborhood called Hollygrove, known for patches of violent crime. She says no one talked to her about being a good student or going to college.\u003c/p>\n\u003cp>\"Being from New Orleans, I've experienced a certain level of trauma,\" says Boykins, \"whether in my own home or outside the door.\" She credits coping skills learned at an early age with her success in school and her ability to take on this job. \"Nothing really rattles me.\"\u003c/p>\n\u003cp>She was the middle child, with an older and younger brother. As a kid, she got into a magnet school for junior high and high school. She became the first in her family to graduate from college and then went on get a master's degree in education. She can't really tell you how she did it, other than saying she kept her head down and worked hard.\u003c/p>\n\u003cp>As principal at Crocker, though, she has had to get specific about what coping skills are, how to foster them in her students, and what each child needs.\u003c/p>\n\u003cfigure id=\"attachment_48359\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48359\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO2.jpg\" alt=\"\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-768x482.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A sign in the hallway at Crocker College Prep. Here, students are no longer automatically punished for disruptive behavior. A new approach aims to catch and understand kids whose behavior may be a response to trauma. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"A lot of times teachers want students punished because they say you've wronged me as a teacher,\" says Boykins. \"But remove yourself from the situation and think about what that student needs. Even the students who give teachers the most grief want to be here.\"\u003c/p>\n\u003cp>She describes a student who walked from Elysian Fields Avenue to get to Crocker, a several mile walk.\u003c/p>\n\u003cp>\"I could give him a 30-minute lunch detention,\" says Boykins, \"But do you really think that's going to remedy what his issues are? ... He walked miles to get here. Why?\"\u003c/p>\n\u003cp>Boykins keeps in mind the disproportionate number of black males in New Orleans who get incarcerated. On her bulletin board, next to inspirational quotes and a picture of her own young son, she also keeps a letter from her brother.\u003c/p>\n\u003cp>It's post-marked as inmate mail from Bossier Correctional Facility where her brother went about a year ago. The letter included a list of strict regulations at the prison. Boykins reads it to students, along with excerpts from the letter.\u003c/p>\n\u003cp>\" 'As for me, I'm hanging in there,' \" she recites from the page. \" 'This place where I'm at is so intense. It's set up so you give up, but I can't let them get me.' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was reported with support from the Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Schools+Meet+Trauma+With+Understanding%2C+Not+Discipline&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you know anything about New Orleans public schools, you probably know this: Hurricane Katrina wiped them out and almost all the schools became privately run charters.\u003c/p>\n\u003cp>Many of those schools subscribed to the \u003cem>no excuses\u003c/em> discipline model — the idea that if you crack down on slight misbehavior, you can prevent bigger issues from erupting.\u003c/p>\n\u003cp>That was also true of Crocker College Prep, an elementary school in New Orleans. It had strict rules about everything. Students had to sit up straight at their desks, eyes tracking the speaker. They had to walk the halls in silence and even wear the right kind of socks. Students who broke these rules, or acted out in other ways, were punished.\u003c/p>\n\u003cp>The thing is, students across New Orleans face high rates of exposure to trauma, but school discipline policies have rarely accounted for that.\u003c/p>\n\u003cp>Crocker College Prep is now one of five New Orleans charter schools in a collective to become more trauma-informed. That means Crocker aims to account for the social, emotional and behavioral needs of all students, and their lives outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://iwesnola.org/\">The Institute of Women and Ethnic Studies\u003c/a> found that kids in New Orleans screen positive for post-traumatic stress disorder at more than \u003ca href=\"http://inthatnumber-iwes.org/about-1/\">three times the national rate\u003c/a>. The institute also found that up to half of all kids have dealt with homicide in some way, with 20 percent actually witnessing murder. And then there's the city's high poverty rate — about 40 percent of kids living below the poverty line. The state's \u003ca href=\"http://www.sentencingproject.org/the-facts/#map\">high incarceration\u003c/a> rate means many children have a parent behind bars.\u003c/p>\n\u003cp>\"Generally there just was really not an understanding of how trauma impacts a child,\" says Paulette Carter, president and CEO of the \u003ca href=\"http://www.childrens-bureau.com/\">Children's Bureau\u003c/a>\u003ca href=\"http://www.childrens-bureau.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> of New Orleans\u003c/a>, a mental health agency for kids and families.\u003c/p>\n\u003cp>\"Teachers and school staff really look at children through the lens of, 'What's wrong with that child?' Versus, 'What happened to that child?' \"\u003c/p>\n\u003cp>Carter says schools, because they have so many children dealing with many different issues, often don't think about the reasons behind behaviors. Mental health workers, like her, though, have learned a lot recently about how trauma changes the brain.\u003c/p>\n\u003cp>\"A kid who's been exposed to trauma ... that fight or flight response is much more developed and stronger,\" Carter says.\u003c/p>\n\u003cfigure id=\"attachment_48336\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48336\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-crockerd_slide-caba9e5b0eec23f99c16622808889369960634c6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Katie Murray starts most school days with a social-emotional learning curriculum for her 7th grade class. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If I'm walking down the hallway and somebody bumps into me, and I don't have a significant trauma history, I'm gonna say 'Oh, sorry, excuse me,' \" she explains. \"Whereas a kid who's been exposed to trauma on an ongoing basis, if somebody bumps into them that might be a threat.\" From there, she says, the survival brain kicks in and reasoning and logic shut down.\u003c/p>\n\u003cp>Crocker has developed ways to help students who are dealing with those experiences. Two full-time social workers hold one-on-one sessions with students who need someone to talk to. Teachers send disruptive students to a room called the wellness center for a meditative time-out that's not supposed to be punishment.\u003c/p>\n\u003cp>If students fight, they first work it out through group discussion. Kids who act up or shut down get extra support, not detention or suspension like they used to. The idea is to tend to life troubles at school, instead of sending kids home.\u003c/p>\n\u003ch3>Sherlae\u003c/h3>\n\u003cp>Sherlae stands in her bedroom and digs through a desk drawer. It's filled with pencils and Sharpies. They're some of the 13-year-old's most cherished possessions, because Sherlae, who goes to Crocker College Prep, loves to write. She fills thick, spiral notebooks with song lyrics and original poetry.\u003c/p>\n\u003cp>\"Most of the time I write my poetry on my bed because it gives me a lot of thoughts right there,\" Sherlae says.\u003c/p>\n\u003cp>We're using Sherlae's middle name to protect her privacy.\u003c/p>\n\u003cp>A while back she says her mom stormed into her room, grabbed all her school work and writing, and threw it in a dumpster down the street.\u003c/p>\n\u003cp>She opens another desk drawer, stuffed full of paper. \"I save all my writing in here,\" she says. \"Because I don't want my mom to throw it away.\"\u003c/p>\n\u003cp>Sherlae says sometimes her mom is great. She'll take her swimming, or riding bikes and they'll have a \"sunshiny day.\"\u003c/p>\n\u003cp>But there are times when her mom goes off her medication, or drinks too much. \"She just turns into a different person,\" Sherlae says. \"And it's like, 'Do I even know you anymore?' \"\u003c/p>\n\u003cp>Sherlae's grandmother, Marie — whose middle name we're also using — has been watching her since she was 3 years old. They're close.\u003c/p>\n\u003cfigure id=\"attachment_48337\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48337\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/c_williams-s-portrait_slide-b0cc30863d872c2ac4daf020623d4afcc30afbfe-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Sherlae is in seventh grade at Crocker College Prep. She used to put her head down on her desk at school and keep emotions bottled up inside. Then she started meeting with a school social worker. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marie says that a few years ago, Sherlae and her mom were evicted and her mom began cycling in and out of jail. That's when Sherlae's grades started to drop.\u003c/p>\n\u003cp>We reached out to Sherlae's mom, but she declined to speak with us for this story.\u003c/p>\n\u003cp>Some children respond to trauma by disrupting class, starting fights, storming out into the hallways. But when Sherlae's upset, she completely shuts down. \"When you should worry about me is when I'm not paying attention in class,\" she says.\u003c/p>\n\u003cp>During those times she says she's thinking about her mom. \"Why is she doing this and why is it happening to me?\"\u003c/p>\n\u003cp>At Crocker, Sherlae gets help.\u003c/p>\n\u003cp>\"I think she's a really easy kid to just fly under the radar,\" says Rochelle Gauthier, one of two full-time staff social workers at the school. \"Because she's not a behavior problem. She's not causing a lot of disruption.\"\u003c/p>\n\u003cp>But Sherlae was hurting. She had to repeat the fourth grade. Her grandmother asked the school for help and Gauthier was assigned.\u003c/p>\n\u003cp>\"I went and pulled her from class, introduced myself, brought her to my office,\" Gauthier says.\u003c/p>\n\u003cp>Sherlae remembers that day, too: \"She was just wondering, like, what makes you sad when you're in class? What makes you not focus in class? What makes you not be happy?\"\u003c/p>\n\u003cp>The two set up regular appointments. They'd talk through feelings and come up with coping mechanisms, like writing poetry.\u003c/p>\n\u003cp>\"You know, really sadly, kids who struggle with serious depression, who fly under the radar, can end up in the hospital for harming themselves or potentially dead as well,\" Gauthier says.\u003c/p>\n\u003cp>That's something Sherlae says she's thought about.\u003c/p>\n\u003cp>\"My depression about my mom got to the point where one time I said I wanted to hurt myself.\"\u003c/p>\n\u003cp>She'd had an extremely painful interaction with her mom. \"She said she didn't want me around. Like she was saying that she didn't want me in the world anymore and stuff like that.\"\u003c/p>\n\u003cp>Gauthier made her sign a contract promising she wouldn't harm herself and got her into more intensive counseling.\u003c/p>\n\u003cp>Crocker makes an effort to catch quiet kids like Sherlae. Teachers fill out a form for each student, noting things like whether they get easily distracted or seem overly nervous. Teachers also track students' behavior. If they notice a big change, they can tell a social worker. And teachers are now trained to recognize signs of trauma.\u003c/p>\n\u003cp>Sherlae is still dealing with trauma. But, \"after three years of getting lots of counseling and support, I'm noticing, even as those situations continue to happen at home, she's developed so many strong skills and has a support network that it's not affecting her as much as it to used to,\" Gauthier says.\u003c/p>\n\u003cp>Last spring, after years of bad grades, Sherlae reached into her purple backpack and surprised her grandma with a great report card. She wants to keep up the good work, but she knows it's up to her to stay steady. That report card was one of the things her mom threw in the trash.\u003c/p>\n\u003ch3>Principal Boykins\u003c/h3>\n\u003cp>It's a Wednesday morning at Crocker College Prep and Principal Nicole Boykins is posted up on the second floor hallway. Every few seconds she calls to kids to tuck in shirts, to stop running. Then a teacher walks up with third grader. The student is fuming.\u003c/p>\n\u003cp>\"Shane, what's up?\" Boykins asks.\u003c/p>\n\u003cp>He mumbles that he doesn't want to be in class.\u003c/p>\n\u003cp>Rochelle Gauthier is there in the hallway, too. She reminds the boy of some recent success. \"We just had a great outing on Friday. We got to go to the basketball game and do all that because you had two good days.\"\u003c/p>\n\u003cfigure id=\"attachment_48358\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48358\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO.jpg\" alt=\"\" width=\"800\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-768x495.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO-520x335.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young children play outside in the fog at Crocker College Prep, an elementary school in New Orleans. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The encouragement doesn't work. Shane runs into the stairwell. Boykins goes after him and gets on a school walkie-talkie, asking for help.\u003c/p>\n\u003cp>\"Shane has been struggling,\" she says, describing a meeting just days before between herself, a social worker, a student dean and Shane's mom.\u003c/p>\n\u003cp>\"Mom thinks Shane is struggling because dad was just sentenced to 20 years,\" Boykins says. While in jail in New Orleans, awaiting sentencing, Shane could visit his father. But the sentencing meant he was transferred to a prison many hours' drive away. \"And now we're struggling significantly,\" Boykins says.\u003c/p>\n\u003cp>This kind of work takes a lot of energy. Three or four staff members might tag team to help one troubled student on any given day. Boykins might spend half her work day working on behavior.\u003c/p>\n\u003cp>She started as a first grade teacher at Crocker. Now she's in charge of about 550 pre-K through eighth grade students.\u003c/p>\n\u003cp>Since Katrina, it's become rare for school leaders to be from New Orleans. Boykins grew up in a neighborhood called Hollygrove, known for patches of violent crime. She says no one talked to her about being a good student or going to college.\u003c/p>\n\u003cp>\"Being from New Orleans, I've experienced a certain level of trauma,\" says Boykins, \"whether in my own home or outside the door.\" She credits coping skills learned at an early age with her success in school and her ability to take on this job. \"Nothing really rattles me.\"\u003c/p>\n\u003cp>She was the middle child, with an older and younger brother. As a kid, she got into a magnet school for junior high and high school. She became the first in her family to graduate from college and then went on get a master's degree in education. She can't really tell you how she did it, other than saying she kept her head down and worked hard.\u003c/p>\n\u003cp>As principal at Crocker, though, she has had to get specific about what coping skills are, how to foster them in her students, and what each child needs.\u003c/p>\n\u003cfigure id=\"attachment_48359\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-48359\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/WWNO2.jpg\" alt=\"\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-768x482.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/WWNO2-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A sign in the hallway at Crocker College Prep. Here, students are no longer automatically punished for disruptive behavior. A new approach aims to catch and understand kids whose behavior may be a response to trauma. \u003ccite>(Clarence Williams/WWNO)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"A lot of times teachers want students punished because they say you've wronged me as a teacher,\" says Boykins. \"But remove yourself from the situation and think about what that student needs. Even the students who give teachers the most grief want to be here.\"\u003c/p>\n\u003cp>She describes a student who walked from Elysian Fields Avenue to get to Crocker, a several mile walk.\u003c/p>\n\u003cp>\"I could give him a 30-minute lunch detention,\" says Boykins, \"But do you really think that's going to remedy what his issues are? ... He walked miles to get here. Why?\"\u003c/p>\n\u003cp>Boykins keeps in mind the disproportionate number of black males in New Orleans who get incarcerated. On her bulletin board, next to inspirational quotes and a picture of her own young son, she also keeps a letter from her brother.\u003c/p>\n\u003cp>It's post-marked as inmate mail from Bossier Correctional Facility where her brother went about a year ago. The letter included a list of strict regulations at the prison. Boykins reads it to students, along with excerpts from the letter.\u003c/p>\n\u003cp>\" 'As for me, I'm hanging in there,' \" she recites from the page. \" 'This place where I'm at is so intense. It's set up so you give up, but I can't let them get me.' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was reported with support from the Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Schools+Meet+Trauma+With+Understanding%2C+Not+Discipline&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Every year there are some topics and conversations that grab readers’ attention more than others. In 2016, MindShift readers engaged most often and deeply with stories about the tricky job of motivating learners, especially when circumstances like poverty, learning differences and trauma complicate classroom dynamics. Educators are looking for ways to reach all facets of the complicated learners that sit in their classrooms, diving deeply into research about self-control, mindfulness programs and teaching strategies to give students structures for their thinking. And, since educating a child is a partnership between schools, families and communities, many classroom teachers and parents alike are increasingly concerned about the role parents play in nurturing and supporting students.\u003c/p>\n\u003cp>\u003cstrong>MOTIVATION AND ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Motivating students is a perennially difficult aspect of teaching, so it’s no wonder that there is robust interest in the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/04/how-to-turn-on-the-part-of-your-brain-that-controls-motivation/\" target=\"_blank\">neuroscience behind motivation\u003c/a>. Researchers found that when test subjects could see how their brains were reacting to different motivational strategies on MRI images, they got better using successful approaches. But they also found it exhausting. While not yet applicable to the classroom setting, this neuroscience does offer educators insights into strategies that did and didn’t work, as well as how tiring the process can be.\u003c/p>\n\u003cp>On a more practical note, an article featuring \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\" target=\"_blank\">20 tips to engage even the most seemingly reluctant\u003c/a> students also grabbed readers’ attention. No teaching approach is going to reach every student, so teachers need lots of strategies. When teachers have many ways to present information, to offer varying points of entry, and know how to demonstrate concepts from multiple viewpoints, they can better serve the different needs of their students.\u003c/p>\n\u003cp>\u003cstrong>SELF-REGULATION AND TRAUMA\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Increasingly, teachers are being asked to do far more than deliver content, and that shift requires a new set of strategies and a compassionate approach to the job. Often educators are looking for guidance on how they can help kids improve self-control and behavior, as well as address their social and emotional needs.\u003c/p>\n\u003cp>Managing the behavior of 30 kids in an enclosed space is one of the most difficult aspects of teaching, so it’s no surprise that no teacher knows exactly how to respond to every situation. Yet acting out is a form of communication that can easily be misinterpreted as intentional disobedience or malice. That’s why \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\">tips to de-escalate situations\u003c/a> with anxious or defiant students, presented by an experienced behavior analyst, was so helpful to educators.\u003c/p>\n\u003cp>Similarly, more and more educators are beginning to realize how much trauma their students have endured and how their behavior is often a symptom of those experiences. Educators are gravitating to workshops on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">how to teach with a trauma-informed lens\u003c/a>, and are seeking support as they deal with the taxing work of educating children who are suffering intensely.\u003c/p>\n\u003cp>One school turned to a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/\" target=\"_blank\">program that combines mindfulness and education about the brain\u003c/a> to deal with residual trauma from a school fire, as well as the daily trauma of poverty that many students experience. The program has helped shift the culture of the school into a more positive place for students and staff with mindfulness baked into most school processes.\u003c/p>\n\u003cp>Early research on mindfulness has found that practices like focusing on one’s breath or intentionally showing gratitude can positively influence executive functioning skills that are also crucial for focusing in class, organizing work and many other cognitive functions. The importance of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control on life outcomes\u003c/a> has been well documented by psychologists, research that educators are now taking advantage of in classrooms.\u003c/p>\n\u003cp>\u003cstrong>DEEPENING TEACHING PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Alongside discussions about how to instill character, improve school climate and motivate students to do their best work, educators are also continually trying to hone their craft, learning from research about the most effective ways to pull the best thinking out of every child. Often the articles that stimulate the most excitement and debate are not about specific curriculum or tools, but instead grapple with how to improve students’ metacognition. Researchers at Harvard have studied educators who focus on “teaching for understanding” for several years and have narrowed in on some \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\">practices that help improve the depth of student thinking\u003c/a>.\u003c/p>\n\u003cp>In math classrooms a similar discussion is raging, with many math teachers looking for strategies to provide multiple entry points into the underlying conceptual topics in the curriculum. At the same time, most math curricula are stuffed with so many standards that teachers struggle to cover them all well. Math teachers are balancing trying to both prepare students for tests and give them the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/13/why-kids-should-keep-using-theirs-fingers-to-do-math/\" target=\"_blank\">space and time to explore the foundations of math\u003c/a>, a key practice to future math success.\u003c/p>\n\u003cp>\u003cstrong>CAN PARENTS BE TOO INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Parents are crucial partners for teachers in the academic and social development of children. Many parents take that responsibility seriously, reading up on how they can prepare their kids for academic success \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/06/how-to-raise-brilliant-children-according-to-science/\" target=\"_blank\">through the myriad of small interactions that happen daily\u003c/a>. But the obsession with doing everything right is taking a toll on parents and may not be that great for kids either.\u003c/p>\n\u003cp>Teachers at the K-12 and university level are beginning to notice a worrying trend of overinvolvement from parents -- while well-intended, it is actually depriving kids of crucial learning experiences. Parents, too, are noticing this tendency in themselves and are \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/05/overparenting-5-recovery-steps-from-a-former-stanford-dean/\" target=\"_blank\">trying to pull back\u003c/a>, with varying levels of success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporting about education so often comes down to examining how humans interact with one another. Many of the themes that caught MindShift readers’ attention this year deal with how a bureaucratic system filled with well-intentioned people can nurture the whole child, paying attention to their academic minds, of course, but also recognizing that success in life rests on so much more. The trajectory of a life is a complicated interplay of opportunity, psychology, mentors and skills. The parents and teachers that help young people down this path have a very difficult job, but it can ultimately be one of the most rewarding ones, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year there are some topics and conversations that grab readers’ attention more than others. In 2016, MindShift readers engaged most often and deeply with stories about the tricky job of motivating learners, especially when circumstances like poverty, learning differences and trauma complicate classroom dynamics. Educators are looking for ways to reach all facets of the complicated learners that sit in their classrooms, diving deeply into research about self-control, mindfulness programs and teaching strategies to give students structures for their thinking. And, since educating a child is a partnership between schools, families and communities, many classroom teachers and parents alike are increasingly concerned about the role parents play in nurturing and supporting students.\u003c/p>\n\u003cp>\u003cstrong>MOTIVATION AND ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Motivating students is a perennially difficult aspect of teaching, so it’s no wonder that there is robust interest in the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/04/how-to-turn-on-the-part-of-your-brain-that-controls-motivation/\" target=\"_blank\">neuroscience behind motivation\u003c/a>. Researchers found that when test subjects could see how their brains were reacting to different motivational strategies on MRI images, they got better using successful approaches. But they also found it exhausting. While not yet applicable to the classroom setting, this neuroscience does offer educators insights into strategies that did and didn’t work, as well as how tiring the process can be.\u003c/p>\n\u003cp>On a more practical note, an article featuring \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\" target=\"_blank\">20 tips to engage even the most seemingly reluctant\u003c/a> students also grabbed readers’ attention. No teaching approach is going to reach every student, so teachers need lots of strategies. When teachers have many ways to present information, to offer varying points of entry, and know how to demonstrate concepts from multiple viewpoints, they can better serve the different needs of their students.\u003c/p>\n\u003cp>\u003cstrong>SELF-REGULATION AND TRAUMA\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Increasingly, teachers are being asked to do far more than deliver content, and that shift requires a new set of strategies and a compassionate approach to the job. Often educators are looking for guidance on how they can help kids improve self-control and behavior, as well as address their social and emotional needs.\u003c/p>\n\u003cp>Managing the behavior of 30 kids in an enclosed space is one of the most difficult aspects of teaching, so it’s no surprise that no teacher knows exactly how to respond to every situation. Yet acting out is a form of communication that can easily be misinterpreted as intentional disobedience or malice. That’s why \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\">tips to de-escalate situations\u003c/a> with anxious or defiant students, presented by an experienced behavior analyst, was so helpful to educators.\u003c/p>\n\u003cp>Similarly, more and more educators are beginning to realize how much trauma their students have endured and how their behavior is often a symptom of those experiences. Educators are gravitating to workshops on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">how to teach with a trauma-informed lens\u003c/a>, and are seeking support as they deal with the taxing work of educating children who are suffering intensely.\u003c/p>\n\u003cp>One school turned to a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/\" target=\"_blank\">program that combines mindfulness and education about the brain\u003c/a> to deal with residual trauma from a school fire, as well as the daily trauma of poverty that many students experience. The program has helped shift the culture of the school into a more positive place for students and staff with mindfulness baked into most school processes.\u003c/p>\n\u003cp>Early research on mindfulness has found that practices like focusing on one’s breath or intentionally showing gratitude can positively influence executive functioning skills that are also crucial for focusing in class, organizing work and many other cognitive functions. The importance of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control on life outcomes\u003c/a> has been well documented by psychologists, research that educators are now taking advantage of in classrooms.\u003c/p>\n\u003cp>\u003cstrong>DEEPENING TEACHING PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Alongside discussions about how to instill character, improve school climate and motivate students to do their best work, educators are also continually trying to hone their craft, learning from research about the most effective ways to pull the best thinking out of every child. Often the articles that stimulate the most excitement and debate are not about specific curriculum or tools, but instead grapple with how to improve students’ metacognition. Researchers at Harvard have studied educators who focus on “teaching for understanding” for several years and have narrowed in on some \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\">practices that help improve the depth of student thinking\u003c/a>.\u003c/p>\n\u003cp>In math classrooms a similar discussion is raging, with many math teachers looking for strategies to provide multiple entry points into the underlying conceptual topics in the curriculum. At the same time, most math curricula are stuffed with so many standards that teachers struggle to cover them all well. Math teachers are balancing trying to both prepare students for tests and give them the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/13/why-kids-should-keep-using-theirs-fingers-to-do-math/\" target=\"_blank\">space and time to explore the foundations of math\u003c/a>, a key practice to future math success.\u003c/p>\n\u003cp>\u003cstrong>CAN PARENTS BE TOO INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Parents are crucial partners for teachers in the academic and social development of children. Many parents take that responsibility seriously, reading up on how they can prepare their kids for academic success \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/06/how-to-raise-brilliant-children-according-to-science/\" target=\"_blank\">through the myriad of small interactions that happen daily\u003c/a>. But the obsession with doing everything right is taking a toll on parents and may not be that great for kids either.\u003c/p>\n\u003cp>Teachers at the K-12 and university level are beginning to notice a worrying trend of overinvolvement from parents -- while well-intended, it is actually depriving kids of crucial learning experiences. Parents, too, are noticing this tendency in themselves and are \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/05/overparenting-5-recovery-steps-from-a-former-stanford-dean/\" target=\"_blank\">trying to pull back\u003c/a>, with varying levels of success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporting about education so often comes down to examining how humans interact with one another. Many of the themes that caught MindShift readers’ attention this year deal with how a bureaucratic system filled with well-intentioned people can nurture the whole child, paying attention to their academic minds, of course, but also recognizing that success in life rests on so much more. The trajectory of a life is a complicated interplay of opportunity, psychology, mentors and skills. The parents and teachers that help young people down this path have a very difficult job, but it can ultimately be one of the most rewarding ones, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Mindfulness and Storytelling Help Kids Heal and Learn",
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"content": "\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While at first students practicing mindfulness struggled to close their eyes and trust Grossman, they soon recognized the potential benefits.\u003c/p>\n\u003cp>https://vimeo.com/167308190\u003c/p>\n\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>About one in five children in the United States shows signs of a mental health disorder — anything from ADHD to eating disorders to suicide.\u003c/p>\n\u003cp>And yet, \u003ca href=\"http://www.npr.org/sections/ed/2016/09/07/492427340/a-silent-epidemic-the-mental-health-crisis-in-our-schools\">as we've been reporting this month\u003c/a>, many schools aren't prepared to work with these students. Often, there's been too little training in recognizing the problems, the staff who are trained are overworked, and there just isn't enough money.\u003c/p>\n\u003cp>When there are enough people to handle the job, how should all the different roles fit together?\u003c/p>\n\u003cp>Many experts point to one model. It's got a bureaucratic name — the \"multi-tiered system of supports\" — but when you picture it, just imagine an upside-down pyramid, or maybe a funnel. It starts with support for everyone and moves on to more and more specialized help.\u003c/p>\n\u003cp>\u003cstrong>The Village\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here, everyone in the school has a part to play. The collective mission is broad: Create a school environment of general well-being, and a climate where mental health isn't stigmatized.\u003c/p>\n\u003cp>It takes a lot of planning — with big decisions often coming from the top. Just ask Amanda Aiken.\u003c/p>\n\u003cp>She is now the Senior Director of Schools at New Orleans College Prep, a charter school network. But before that she was a principal at one of their schools, Lawrence D. Crocker College Prep.\u003c/p>\n\u003cp>In that role, she made a point to stand outside her New Orleans school every morning. When the buses drove in, she was at each door. Other staff were stationed at the front and back entrances.\u003c/p>\n\u003cp>Every student, from preschool to eighth grade, shook at least two hands before they even get inside the building.\u003c/p>\n\u003cp>Every student, every day?\u003c/p>\n\u003cp>Sometimes, Aiken conceded, it was a hug rather than a handshake.\u003c/p>\n\u003cp>\"They hear a lot of good-mornings and a lot of how-are-you-doings,\" says Aiken. \"I require that human touch.\"\u003c/p>\n\u003cp>Now her successor carries on that tradition.\u003c/p>\n\u003cp>But Aiken wasn't just being nice. It was strategic.\u003c/p>\n\u003cp>Many students at Crocker, part of a charter school network, have a higher risk for mental health problems. Most students receive free or reduced-price lunches, and Aiken estimates as many as 70 percent have experienced some form of trauma in the last two years: violence in their neighborhoods, family troubles, the daily stress of living in poverty.\u003c/p>\n\u003cp>\"We need to make sure what we're doing is not retraumatizing,\" she says. \"I see the principal as the leader in setting the tone and the culture of how school will support students and families.\"\u003c/p>\n\u003cp>That starts in the morning, but extends far beyond. Crocker is a \"trauma-informed\" school, which means all staff are trained on how to work with, and identify, students who have gone through trauma.\u003c/p>\n\u003cp>It also means they have a focus on structure, so students know what to expect. They also have a social-emotional curriculum, yoga after school and a focus on keeping suspension rates low through restorative justice.\u003c/p>\n\u003cp>\"They aren't going to be prepared for college if they're suffering,\" Aiken says.\u003c/p>\n\u003cp>As principal, she tried to prevent crises, rather than addressing them as they come up.\u003c/p>\n\u003cp>\"If you have everyone trained and take an 'it takes a village' approach, you can do a lot of preventative measures to reduce the risk significantly,\" says Aiken.\u003c/p>\n\u003cp>But, she adds, a healthy school environment isn't enough.\u003c/p>\n\u003cp>\"Teachers are trained to teach. We have all taken a child psychology class, but we're not trained to work with kids with mental health needs,\" she says.\u003c/p>\n\u003cp>That's where other professionals come in.\u003c/p>\n\u003cp>\u003cstrong>The First Responders\u003c/strong>\u003c/p>\n\u003cp>When a student does show signs of trouble, one of the first steps is to talk with them. That conversation will dictate what happens next, but getting students to open up? It's easier said than done.\u003c/p>\n\u003cp>School social worker Ana Bonilla-Galdamez is a pro at that. Her office at Charles Barrett Elementary School in Alexandria, Va., is a testament to the different strategies she uses to unleash the gift of gab in even the most guarded of students.\u003c/p>\n\u003cp>There's a lot going on in there. First, there's her bookshelf, with titles like: \u003cem>Growing Good Kids\u003c/em>, \u003cem>The Special Education Treatment Planner\u003c/em>, \u003cem>Small Group Counseling\u003c/em>.\u003c/p>\n\u003cp>And then there's everything else. She has a lot of board games: Candyland, Operation and her favorite, Uno. She also has art supplies, balls, a dollhouse and a sand box. A Superman doll sits in her chair, because even Superman has a weakness.\u003c/p>\n\u003cp>These are her tools. They help students open up, and they also help build the skills those kids will need throughout life, like managing emotions.\u003c/p>\n\u003cp>Although now at an elementary school, Bonilla-Galdamez spent most of her 20-year career at the high school level, working largely in what she describes as \"crisis mode.\"\u003c/p>\n\u003cp>\"We would think, 'Man, if we just had met this kid before,' \" she says. A few years ago, a job opened up in the elementary school and she decided to apply.\u003c/p>\n\u003cp>\"I thought, this is my chance to see where this starts,\" she says.\u003c/p>\n\u003cp>Early intervention for the child — and education for the parent — is key, she says. That's where the games in her office and the phone calls home come in.\u003c/p>\n\u003cp>\"My job is to dig,\" she says, \"For me to do that, I need to build the trust of the parent and the child.\"\u003c/p>\n\u003cp>She tells the story of the time a young mom came in, worried about her kindergarten son. He had been telling her he wanted to die. In her office, Bonilla-Galdamez let the boy choose whatever game he wanted. As he grew comfortable, she asked him about life at home.\u003c/p>\n\u003cp>\"He had witnessed people being killed,\" she says. \"He had witnessed a lot of violence.\"\u003c/p>\n\u003cp>What to do next all depends on what that child needs. That kindergartner might have ended up in a small group, working on coping skills or managing his emotions. But, in this case that wasn't the answer: She had also learned that the young boy had run out into traffic when he was upset.\u003c/p>\n\u003cp>\"The threat was imminent, so I referred him to emergency services,\" says Bonilla-Galdamez. \"Our environment isn't suited to clinical interventions.\"\u003c/p>\n\u003cp>At that point, Bonilla-Galdamez continued working with the family, but she also helped them connect to more specialized help, and the kindergartner moved on to the third level for more support.\u003c/p>\n\u003cp>\u003cstrong>Clinical Care\u003c/strong>\u003c/p>\n\u003cp>At this level, a doctor or therapist may get involved for the first time. Often, school plays a vital role in connecting the student to a clinic.\u003c/p>\n\u003cp>Vital, but not necessarily easy. When school psychologists Monique Leopold and Danielle Palmer refer students to a mental health clinic, they know that a lot of the time, the appointment never happens.\u003c/p>\n\u003cp>The two women have a handful of high-quality programs that they rely on for referrals near their schools — a network of public charter schools in the nation's capital called DC Prep. Sometimes though, families can't get an appointment for months. And when they do, with so many living in poverty, getting there is one more complication in already chaotic lives.\u003c/p>\n\u003cp>\"It's not that [those families] don't love their kids, it's that they don't have the capacity,\" says Palmer.\u003c/p>\n\u003cp>And even when the students do get professional treatment or medication, sometimes prescriptions lapse before the child could be seen again.\u003c/p>\n\u003cp>\"Triggers are brought from the community into school,\" says Leopold, \"They go to school without what they need.\"\u003c/p>\n\u003cp>To try and meet those needs, DC Prep started a partnership with Children's National Medical Center. Now, a psychiatrist visits the schools twice each month.\u003c/p>\n\u003cp>\"I told a family this morning, 'Listen, we have a doctor here,' \" Leopold says, \"and the mom's eyes lit up.\"\u003c/p>\n\u003cp>Lisa Cullins, one of those psychiatrists who visits, says school is a logical place for students to get clinical mental health care.\u003c/p>\n\u003cp>\"At school, they're going to be there anyway. It's something they do everyday,\" she says. The partnership isn't just easy on families. It's also easier on her.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"To know our patients, we have to know their school setting,\" she says. \"When I walk in, I have a comprehensive packet of information on how the child has been doing since the beginning of the year.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Schools+Can+Support+Students%27+Mental+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>About one in five children in the United States shows signs of a mental health disorder — anything from ADHD to eating disorders to suicide.\u003c/p>\n\u003cp>And yet, \u003ca href=\"http://www.npr.org/sections/ed/2016/09/07/492427340/a-silent-epidemic-the-mental-health-crisis-in-our-schools\">as we've been reporting this month\u003c/a>, many schools aren't prepared to work with these students. Often, there's been too little training in recognizing the problems, the staff who are trained are overworked, and there just isn't enough money.\u003c/p>\n\u003cp>When there are enough people to handle the job, how should all the different roles fit together?\u003c/p>\n\u003cp>Many experts point to one model. It's got a bureaucratic name — the \"multi-tiered system of supports\" — but when you picture it, just imagine an upside-down pyramid, or maybe a funnel. It starts with support for everyone and moves on to more and more specialized help.\u003c/p>\n\u003cp>\u003cstrong>The Village\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here, everyone in the school has a part to play. The collective mission is broad: Create a school environment of general well-being, and a climate where mental health isn't stigmatized.\u003c/p>\n\u003cp>It takes a lot of planning — with big decisions often coming from the top. Just ask Amanda Aiken.\u003c/p>\n\u003cp>She is now the Senior Director of Schools at New Orleans College Prep, a charter school network. But before that she was a principal at one of their schools, Lawrence D. Crocker College Prep.\u003c/p>\n\u003cp>In that role, she made a point to stand outside her New Orleans school every morning. When the buses drove in, she was at each door. Other staff were stationed at the front and back entrances.\u003c/p>\n\u003cp>Every student, from preschool to eighth grade, shook at least two hands before they even get inside the building.\u003c/p>\n\u003cp>Every student, every day?\u003c/p>\n\u003cp>Sometimes, Aiken conceded, it was a hug rather than a handshake.\u003c/p>\n\u003cp>\"They hear a lot of good-mornings and a lot of how-are-you-doings,\" says Aiken. \"I require that human touch.\"\u003c/p>\n\u003cp>Now her successor carries on that tradition.\u003c/p>\n\u003cp>But Aiken wasn't just being nice. It was strategic.\u003c/p>\n\u003cp>Many students at Crocker, part of a charter school network, have a higher risk for mental health problems. Most students receive free or reduced-price lunches, and Aiken estimates as many as 70 percent have experienced some form of trauma in the last two years: violence in their neighborhoods, family troubles, the daily stress of living in poverty.\u003c/p>\n\u003cp>\"We need to make sure what we're doing is not retraumatizing,\" she says. \"I see the principal as the leader in setting the tone and the culture of how school will support students and families.\"\u003c/p>\n\u003cp>That starts in the morning, but extends far beyond. Crocker is a \"trauma-informed\" school, which means all staff are trained on how to work with, and identify, students who have gone through trauma.\u003c/p>\n\u003cp>It also means they have a focus on structure, so students know what to expect. They also have a social-emotional curriculum, yoga after school and a focus on keeping suspension rates low through restorative justice.\u003c/p>\n\u003cp>\"They aren't going to be prepared for college if they're suffering,\" Aiken says.\u003c/p>\n\u003cp>As principal, she tried to prevent crises, rather than addressing them as they come up.\u003c/p>\n\u003cp>\"If you have everyone trained and take an 'it takes a village' approach, you can do a lot of preventative measures to reduce the risk significantly,\" says Aiken.\u003c/p>\n\u003cp>But, she adds, a healthy school environment isn't enough.\u003c/p>\n\u003cp>\"Teachers are trained to teach. We have all taken a child psychology class, but we're not trained to work with kids with mental health needs,\" she says.\u003c/p>\n\u003cp>That's where other professionals come in.\u003c/p>\n\u003cp>\u003cstrong>The First Responders\u003c/strong>\u003c/p>\n\u003cp>When a student does show signs of trouble, one of the first steps is to talk with them. That conversation will dictate what happens next, but getting students to open up? It's easier said than done.\u003c/p>\n\u003cp>School social worker Ana Bonilla-Galdamez is a pro at that. Her office at Charles Barrett Elementary School in Alexandria, Va., is a testament to the different strategies she uses to unleash the gift of gab in even the most guarded of students.\u003c/p>\n\u003cp>There's a lot going on in there. First, there's her bookshelf, with titles like: \u003cem>Growing Good Kids\u003c/em>, \u003cem>The Special Education Treatment Planner\u003c/em>, \u003cem>Small Group Counseling\u003c/em>.\u003c/p>\n\u003cp>And then there's everything else. She has a lot of board games: Candyland, Operation and her favorite, Uno. She also has art supplies, balls, a dollhouse and a sand box. A Superman doll sits in her chair, because even Superman has a weakness.\u003c/p>\n\u003cp>These are her tools. They help students open up, and they also help build the skills those kids will need throughout life, like managing emotions.\u003c/p>\n\u003cp>Although now at an elementary school, Bonilla-Galdamez spent most of her 20-year career at the high school level, working largely in what she describes as \"crisis mode.\"\u003c/p>\n\u003cp>\"We would think, 'Man, if we just had met this kid before,' \" she says. A few years ago, a job opened up in the elementary school and she decided to apply.\u003c/p>\n\u003cp>\"I thought, this is my chance to see where this starts,\" she says.\u003c/p>\n\u003cp>Early intervention for the child — and education for the parent — is key, she says. That's where the games in her office and the phone calls home come in.\u003c/p>\n\u003cp>\"My job is to dig,\" she says, \"For me to do that, I need to build the trust of the parent and the child.\"\u003c/p>\n\u003cp>She tells the story of the time a young mom came in, worried about her kindergarten son. He had been telling her he wanted to die. In her office, Bonilla-Galdamez let the boy choose whatever game he wanted. As he grew comfortable, she asked him about life at home.\u003c/p>\n\u003cp>\"He had witnessed people being killed,\" she says. \"He had witnessed a lot of violence.\"\u003c/p>\n\u003cp>What to do next all depends on what that child needs. That kindergartner might have ended up in a small group, working on coping skills or managing his emotions. But, in this case that wasn't the answer: She had also learned that the young boy had run out into traffic when he was upset.\u003c/p>\n\u003cp>\"The threat was imminent, so I referred him to emergency services,\" says Bonilla-Galdamez. \"Our environment isn't suited to clinical interventions.\"\u003c/p>\n\u003cp>At that point, Bonilla-Galdamez continued working with the family, but she also helped them connect to more specialized help, and the kindergartner moved on to the third level for more support.\u003c/p>\n\u003cp>\u003cstrong>Clinical Care\u003c/strong>\u003c/p>\n\u003cp>At this level, a doctor or therapist may get involved for the first time. Often, school plays a vital role in connecting the student to a clinic.\u003c/p>\n\u003cp>Vital, but not necessarily easy. When school psychologists Monique Leopold and Danielle Palmer refer students to a mental health clinic, they know that a lot of the time, the appointment never happens.\u003c/p>\n\u003cp>The two women have a handful of high-quality programs that they rely on for referrals near their schools — a network of public charter schools in the nation's capital called DC Prep. Sometimes though, families can't get an appointment for months. And when they do, with so many living in poverty, getting there is one more complication in already chaotic lives.\u003c/p>\n\u003cp>\"It's not that [those families] don't love their kids, it's that they don't have the capacity,\" says Palmer.\u003c/p>\n\u003cp>And even when the students do get professional treatment or medication, sometimes prescriptions lapse before the child could be seen again.\u003c/p>\n\u003cp>\"Triggers are brought from the community into school,\" says Leopold, \"They go to school without what they need.\"\u003c/p>\n\u003cp>To try and meet those needs, DC Prep started a partnership with Children's National Medical Center. Now, a psychiatrist visits the schools twice each month.\u003c/p>\n\u003cp>\"I told a family this morning, 'Listen, we have a doctor here,' \" Leopold says, \"and the mom's eyes lit up.\"\u003c/p>\n\u003cp>Lisa Cullins, one of those psychiatrists who visits, says school is a logical place for students to get clinical mental health care.\u003c/p>\n\u003cp>\"At school, they're going to be there anyway. It's something they do everyday,\" she says. The partnership isn't just easy on families. It's also easier on her.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"To know our patients, we have to know their school setting,\" she says. \"When I walk in, I have a comprehensive packet of information on how the child has been doing since the beginning of the year.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Schools+Can+Support+Students%27+Mental+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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. ",
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"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.",
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"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>",
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"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?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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