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"content": "\u003cp>On New Year's Eve, back in 2012, Savannah Eason retreated into her bedroom and picked up a pair of scissors.\u003c/p>\n\u003cp>\"I was holding them up to my palm as if to cut myself,\" she says. \"Clearly what was happening was I needed someone to do something.\"\u003c/p>\n\u003cp>Her dad managed to wrestle the scissors from her hands, but that night it had become clear she needed help.\u003c/p>\n\u003cp>\"It was really scary,\" she recalls. \"I was sobbing the whole time.\"\u003c/p>\n\u003cp>Savannah was in high school at the time. She says the pressure she felt to succeed — to aim high — had left her anxious and depressed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The thoughts that would go through my head were 'this would be so much easier if I wasn't alive, and I just didn't have to do anything anymore.' \"\u003c/p>\n\u003cp>Looking back Savannah, now 23, says the pressure started early.\u003c/p>\n\u003cp>She told us her story as we sat at the kitchen table of her childhood home in Wilton, Conn., a wealthy community near New York. Her dad commutes to the city where he works in finance.\u003c/p>\n\u003cp>From the outside, Savannah's life may have appeared picture-perfect: two well-educated, loving parents; a beautiful home; siblings and lots of friends.\u003c/p>\n\u003cp>From an early age, Savannah says, she was considered one of the smart kids, and when she arrived at Wilton High School, she was surrounded by many other high achievers. Lots of kids take a heavy load of Advanced Placement and honors courses. They play varsity or club sports and are involved in lots of extracurricular activities.\u003c/p>\n\u003cp>But by sophomore year, the high expectations began to feel like a trap. Like many kids at her school – and at elite high schools across the country – she felt compelled to push herself to get good grades and get into a top college.\u003c/p>\n\u003cp>\"Even though I was getting A's and B's, mostly A's, in all my classes — all my honors classes — I still felt it wasn't good enough,\" Savannah says.\u003c/p>\n\u003cp>No matter how well she did, someone else was doing better. \"The pressure I put on myself was out of control,\" she says. She says she felt the pressure all around her — from peers, teachers and her parents.\u003c/p>\n\u003cp>Newfound awareness of these kinds of struggles, has started a conversation — and new initiatives — in her community. A group of parents is trying to shift the culture to balance the focus on achievement with an emphasis on well-being. Part of the equation is freeing up kids to find their own motivation and life path. There is a growing body of evidence pointing to elevated risks of anxiety, depression, and drug and alcohol use among kids raised in privileged communities.\u003c/p>\n\u003cp>\u003cstrong>A wake-up call\u003c/strong>\u003c/p>\n\u003cp>Savannah's mother, Genevieve Eason, feels she was partly to blame for the pressure Savannah felt.\u003c/p>\n\u003cp>\"I know I was talking to her by eighth grade,\" Genevieve recalls, \"about how she needed to find out what her passions were, so she could get involved in the right activities ... so that would look good on her college applications.\"\u003c/p>\n\u003cp>But after Savannah's problems began, Genevieve says, she backed off. She helped Savannah drop some of her tougher courses. And the family started to focus on well-being.\u003c/p>\n\u003cp>\"Up to that point, I totally bought into the idea we're supposed to push our kids to achieve. When they encounter obstacles, we push [them] to overcome those,\" Genevieve says. But pushing too hard can backfire.\u003c/p>\n\u003cp>Given the pressure-cooker environment in her community, Genevieve wondered how many other teens may also be struggling.\u003c/p>\n\u003cp>In order to find out, she got together with some other parents and counselors — and worked with Wilton High School to do something very unusual. They hired a psychologist to come in and assess the student body.\u003c/p>\n\u003cp>On the day we visited, the seniors were preparing for graduation. In the main hallway, there was a bulletin board on which students have each pinned the logo of the college they plan to attend. We saw Dartmouth, Yale, Vanderbilt, Harvard — and many other highly selective universities.\u003c/p>\n\u003cp>Clearly, many kids here excel. But the results of the mental health assessment showed that a lot of kids struggle, too.\u003c/p>\n\u003cp>\"The survey results definitely suggested that Wilton High School's rates of anxiety and depression with students was higher than national averages — significantly higher,\" says school principal Robert O'Donnell. He says he was surprised and concerned.\u003c/p>\n\u003cp>About 1,200 students — almost the entire student body — took the survey, known as the Youth Self-Report. \u003ca href=\"http://www.wiltonyouth.org/privileged-and-pressured-summary\">The survey found \u003c/a>that compared with a national norm of 7 percent, about 30 percent of Wilton High School students had above average levels of internalizing symptoms. These include feelings of sadness, anxiety and depression. It also includes physical problems that can be linked to emotional distress such as headaches or stomachaches. Often, kids may hide these feelings.\u003c/p>\n\u003cp>The survey also found that rates of alcohol and drug use among Wilton students were higher than average, too. We asked the psychologist who did the assessment whether she was surprised by what she found.\u003c/p>\n\u003cp>\"This is by no means unique to Wilton. It's a common phenomenon across high-achieving schools,\" says \u003ca href=\"http://www.suniyaluthar.org/\">Suniya Luthar\u003c/a>, professor emerita at Columbia University's Teachers College and founder of \u003ca href=\"http://authenticconnectionsgroups.org/\">Authentic Connections\u003c/a>, a nonprofit that aims to build resilience in communities and schools.\u003c/p>\n\u003cp>Luthar has been studying adolescents for more than 20 years. She has published \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3535189/\">several studies \u003c/a>that document the elevated rates of drug and alcohol use by kids who grow up in privileged communities — where incomes and expectations are high. Surprisingly, she says, the rates rival what she has documented in low-income, urban schools.\u003c/p>\n\u003cp>\"What we've found is that kids in high-achieving, relatively affluent communities are reporting higher levels of substance use than inner-city kids and levels of anxiety and depressive symptoms are also commensurate — if not greater,\" Luthar says.\u003c/p>\n\u003cp>Her most \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28558858\">recent study\u003c/a>, funded by the National Institutes of Health, found that rates of substance abuse remain high among upper-middle-class kids, as they enter early adulthood. The alcohol or drugs are a form of self-medication.\u003c/p>\n\u003cp>Savannah's mother, Genevieve Eason, says she is not surprised by Luthar's findings.\u003c/p>\n\u003cp>\"People choose communities like this to give their children opportunities, but it comes at a cost,\" Eason says.\u003c/p>\n\u003cp>The survey findings have been a wake-up call for the community of Wilton. \"A lot of people were in denial,\" says Vanessa Elias. The mother of three children is the president of the \u003ca href=\"http://www.wiltonyouth.org/about-us\">Wilton Youth Council, \u003c/a>which aims to promote the emotional well-being of the community.\u003c/p>\n\u003cp>\"People don't talk about these things,\" Elias says. Families often struggle silently, not realizing that their friends' or neighbors' kids are experiencing the same struggles. \"So having an opportunity to create a conversation about this was really important,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Dialing back the pressure\u003c/strong>\u003c/p>\n\u003cp>The community has lots of ideas about how to tackle these issues.\u003c/p>\n\u003cp>The high school is focused on continuing to train counselors, and \u003ca href=\"https://www.littlemindsct.com/\">student-directed initiatives \u003c/a>are aimed at raising awareness about anxiety and depression.\u003c/p>\n\u003cp>Wilton is also offering a resilience training program — \u003ca href=\"https://www.gozen.com/\">GoZen!\u003c/a> — to elementary school students. It's a research-based program that teaches coping and happiness skills. There's a body of evidence to show that \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=122526518\">resilience training\u003c/a> can help reduce symptoms of depressive or negative thinking among children.\u003c/p>\n\u003cp>At home, Elias says, she has tried to create a low-stress environment for her children. For instance, she limits the number of after-school activities her kids participate in so they don't spend every afternoon being driven around, overscheduled. She also limits homework time in the evening for her youngest daughter — a third-grader. As a result, \"there's a lot less friction in the household,\" she says.\u003c/p>\n\u003cp>And when she realized that the focus on standardized testing was making one of her daughters anxious in first grade — and giving her stomachaches — she opted her two youngest children out of standardized testing.\u003c/p>\n\u003cp>Elias says she has been influenced by the book \u003cem>How To Raise An Adult \u003c/em>by Julie Lythcott-Haims, which aims to help parents break free of what the author dubs the \"over-parenting trap.\"\u003c/p>\n\u003cp>But to really change things — to dial back the focus on academic achievement at all costs — will require a culture shift, says Eason.\u003c/p>\n\u003cp>\"We have to broaden our definitions of success and celebrate more kinds of success,\" she says.\u003c/p>\n\u003cp>For Eason's daughter, Savannah, this means forging a new path.\u003c/p>\n\u003cp>\"I don't want to work on Wall Street; that sounds miserable to me,\" Savannah says.\u003c/p>\n\u003cp>She enrolled in culinary school, and she is training to be a pastry chef.\u003c/p>\n\u003cp>\"I'm never going to live the same lifestyle I did growing up,\" Savannah says, \"I'm not going to make that much money, but that's OK.\"\u003c/p>\n\u003cp>She has her own set of priorities. \"It's not about how big your house is and what kind of car you drive. It's about happiness and peace.\"\u003c/p>\n\u003cp>This is a different kind of success, one that her parents are now celebrating with her.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I spend hours making a cake, and my favorite part is when you cut it up and people eat it,\" Savannah says. \"That's the part when you bring joy to people, and that's what's important to me now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Perils+Of+Pushing+Kids+Too+Hard%2C+And+How+Parents+Can+Learn+To+Back+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On New Year's Eve, back in 2012, Savannah Eason retreated into her bedroom and picked up a pair of scissors.\u003c/p>\n\u003cp>\"I was holding them up to my palm as if to cut myself,\" she says. \"Clearly what was happening was I needed someone to do something.\"\u003c/p>\n\u003cp>Her dad managed to wrestle the scissors from her hands, but that night it had become clear she needed help.\u003c/p>\n\u003cp>\"It was really scary,\" she recalls. \"I was sobbing the whole time.\"\u003c/p>\n\u003cp>Savannah was in high school at the time. She says the pressure she felt to succeed — to aim high — had left her anxious and depressed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The thoughts that would go through my head were 'this would be so much easier if I wasn't alive, and I just didn't have to do anything anymore.' \"\u003c/p>\n\u003cp>Looking back Savannah, now 23, says the pressure started early.\u003c/p>\n\u003cp>She told us her story as we sat at the kitchen table of her childhood home in Wilton, Conn., a wealthy community near New York. Her dad commutes to the city where he works in finance.\u003c/p>\n\u003cp>From the outside, Savannah's life may have appeared picture-perfect: two well-educated, loving parents; a beautiful home; siblings and lots of friends.\u003c/p>\n\u003cp>From an early age, Savannah says, she was considered one of the smart kids, and when she arrived at Wilton High School, she was surrounded by many other high achievers. Lots of kids take a heavy load of Advanced Placement and honors courses. They play varsity or club sports and are involved in lots of extracurricular activities.\u003c/p>\n\u003cp>But by sophomore year, the high expectations began to feel like a trap. Like many kids at her school – and at elite high schools across the country – she felt compelled to push herself to get good grades and get into a top college.\u003c/p>\n\u003cp>\"Even though I was getting A's and B's, mostly A's, in all my classes — all my honors classes — I still felt it wasn't good enough,\" Savannah says.\u003c/p>\n\u003cp>No matter how well she did, someone else was doing better. \"The pressure I put on myself was out of control,\" she says. She says she felt the pressure all around her — from peers, teachers and her parents.\u003c/p>\n\u003cp>Newfound awareness of these kinds of struggles, has started a conversation — and new initiatives — in her community. A group of parents is trying to shift the culture to balance the focus on achievement with an emphasis on well-being. Part of the equation is freeing up kids to find their own motivation and life path. There is a growing body of evidence pointing to elevated risks of anxiety, depression, and drug and alcohol use among kids raised in privileged communities.\u003c/p>\n\u003cp>\u003cstrong>A wake-up call\u003c/strong>\u003c/p>\n\u003cp>Savannah's mother, Genevieve Eason, feels she was partly to blame for the pressure Savannah felt.\u003c/p>\n\u003cp>\"I know I was talking to her by eighth grade,\" Genevieve recalls, \"about how she needed to find out what her passions were, so she could get involved in the right activities ... so that would look good on her college applications.\"\u003c/p>\n\u003cp>But after Savannah's problems began, Genevieve says, she backed off. She helped Savannah drop some of her tougher courses. And the family started to focus on well-being.\u003c/p>\n\u003cp>\"Up to that point, I totally bought into the idea we're supposed to push our kids to achieve. When they encounter obstacles, we push [them] to overcome those,\" Genevieve says. But pushing too hard can backfire.\u003c/p>\n\u003cp>Given the pressure-cooker environment in her community, Genevieve wondered how many other teens may also be struggling.\u003c/p>\n\u003cp>In order to find out, she got together with some other parents and counselors — and worked with Wilton High School to do something very unusual. They hired a psychologist to come in and assess the student body.\u003c/p>\n\u003cp>On the day we visited, the seniors were preparing for graduation. In the main hallway, there was a bulletin board on which students have each pinned the logo of the college they plan to attend. We saw Dartmouth, Yale, Vanderbilt, Harvard — and many other highly selective universities.\u003c/p>\n\u003cp>Clearly, many kids here excel. But the results of the mental health assessment showed that a lot of kids struggle, too.\u003c/p>\n\u003cp>\"The survey results definitely suggested that Wilton High School's rates of anxiety and depression with students was higher than national averages — significantly higher,\" says school principal Robert O'Donnell. He says he was surprised and concerned.\u003c/p>\n\u003cp>About 1,200 students — almost the entire student body — took the survey, known as the Youth Self-Report. \u003ca href=\"http://www.wiltonyouth.org/privileged-and-pressured-summary\">The survey found \u003c/a>that compared with a national norm of 7 percent, about 30 percent of Wilton High School students had above average levels of internalizing symptoms. These include feelings of sadness, anxiety and depression. It also includes physical problems that can be linked to emotional distress such as headaches or stomachaches. Often, kids may hide these feelings.\u003c/p>\n\u003cp>The survey also found that rates of alcohol and drug use among Wilton students were higher than average, too. We asked the psychologist who did the assessment whether she was surprised by what she found.\u003c/p>\n\u003cp>\"This is by no means unique to Wilton. It's a common phenomenon across high-achieving schools,\" says \u003ca href=\"http://www.suniyaluthar.org/\">Suniya Luthar\u003c/a>, professor emerita at Columbia University's Teachers College and founder of \u003ca href=\"http://authenticconnectionsgroups.org/\">Authentic Connections\u003c/a>, a nonprofit that aims to build resilience in communities and schools.\u003c/p>\n\u003cp>Luthar has been studying adolescents for more than 20 years. She has published \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3535189/\">several studies \u003c/a>that document the elevated rates of drug and alcohol use by kids who grow up in privileged communities — where incomes and expectations are high. Surprisingly, she says, the rates rival what she has documented in low-income, urban schools.\u003c/p>\n\u003cp>\"What we've found is that kids in high-achieving, relatively affluent communities are reporting higher levels of substance use than inner-city kids and levels of anxiety and depressive symptoms are also commensurate — if not greater,\" Luthar says.\u003c/p>\n\u003cp>Her most \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28558858\">recent study\u003c/a>, funded by the National Institutes of Health, found that rates of substance abuse remain high among upper-middle-class kids, as they enter early adulthood. The alcohol or drugs are a form of self-medication.\u003c/p>\n\u003cp>Savannah's mother, Genevieve Eason, says she is not surprised by Luthar's findings.\u003c/p>\n\u003cp>\"People choose communities like this to give their children opportunities, but it comes at a cost,\" Eason says.\u003c/p>\n\u003cp>The survey findings have been a wake-up call for the community of Wilton. \"A lot of people were in denial,\" says Vanessa Elias. The mother of three children is the president of the \u003ca href=\"http://www.wiltonyouth.org/about-us\">Wilton Youth Council, \u003c/a>which aims to promote the emotional well-being of the community.\u003c/p>\n\u003cp>\"People don't talk about these things,\" Elias says. Families often struggle silently, not realizing that their friends' or neighbors' kids are experiencing the same struggles. \"So having an opportunity to create a conversation about this was really important,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Dialing back the pressure\u003c/strong>\u003c/p>\n\u003cp>The community has lots of ideas about how to tackle these issues.\u003c/p>\n\u003cp>The high school is focused on continuing to train counselors, and \u003ca href=\"https://www.littlemindsct.com/\">student-directed initiatives \u003c/a>are aimed at raising awareness about anxiety and depression.\u003c/p>\n\u003cp>Wilton is also offering a resilience training program — \u003ca href=\"https://www.gozen.com/\">GoZen!\u003c/a> — to elementary school students. It's a research-based program that teaches coping and happiness skills. There's a body of evidence to show that \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=122526518\">resilience training\u003c/a> can help reduce symptoms of depressive or negative thinking among children.\u003c/p>\n\u003cp>At home, Elias says, she has tried to create a low-stress environment for her children. For instance, she limits the number of after-school activities her kids participate in so they don't spend every afternoon being driven around, overscheduled. She also limits homework time in the evening for her youngest daughter — a third-grader. As a result, \"there's a lot less friction in the household,\" she says.\u003c/p>\n\u003cp>And when she realized that the focus on standardized testing was making one of her daughters anxious in first grade — and giving her stomachaches — she opted her two youngest children out of standardized testing.\u003c/p>\n\u003cp>Elias says she has been influenced by the book \u003cem>How To Raise An Adult \u003c/em>by Julie Lythcott-Haims, which aims to help parents break free of what the author dubs the \"over-parenting trap.\"\u003c/p>\n\u003cp>But to really change things — to dial back the focus on academic achievement at all costs — will require a culture shift, says Eason.\u003c/p>\n\u003cp>\"We have to broaden our definitions of success and celebrate more kinds of success,\" she says.\u003c/p>\n\u003cp>For Eason's daughter, Savannah, this means forging a new path.\u003c/p>\n\u003cp>\"I don't want to work on Wall Street; that sounds miserable to me,\" Savannah says.\u003c/p>\n\u003cp>She enrolled in culinary school, and she is training to be a pastry chef.\u003c/p>\n\u003cp>\"I'm never going to live the same lifestyle I did growing up,\" Savannah says, \"I'm not going to make that much money, but that's OK.\"\u003c/p>\n\u003cp>She has her own set of priorities. \"It's not about how big your house is and what kind of car you drive. It's about happiness and peace.\"\u003c/p>\n\u003cp>This is a different kind of success, one that her parents are now celebrating with her.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I spend hours making a cake, and my favorite part is when you cut it up and people eat it,\" Savannah says. \"That's the part when you bring joy to people, and that's what's important to me now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Perils+Of+Pushing+Kids+Too+Hard%2C+And+How+Parents+Can+Learn+To+Back+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003ch2 class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/h2>\n\u003cp class=\"p3\">There’s more room to make changes within the current education system than many people think. Schools operate as they do not because they have to but because they choose to. They don’t need to be that way; they can change and many do. Innovative schools everywhere are breaking the mold of convention to meet the best interests of their students, families, and communities. As well as great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to promote the success of all their students, whatever their circumstances and talents. A creative principal with the right powers of leadership can take a failing school and turn it into a hot spot of innovation and inclusion that benefits everyone it touches.\u003c/p>\n\u003cp class=\"p6\">Take Orchard Gardens elementary school in Roxbury, Massachusetts. Ten years ago Orchard Gardens was in the doldrums. By most measures, it was one of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did not return. Test scores were in the bottom 5 percent of all Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students weren’t allowed to carry backpacks to school for fear that they might use them to conceal weapons, and there was an expensive staff of security guards, costing more than $250,000 a year, to make sure they didn’t. Remember, this was an \u003ci>elementary\u003c/i>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison. He had a radically different solution to its problems, which shocked many observers. He decided to eliminate the security staff altogether and invest the money in arts programs instead.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted as one of eight pilot schools for a new plan created by President Obama’s Committee on the Arts and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special expertise in the arts: teachers who believed in his new vision for the school. “This was a far better investment,” said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” Together they introduced strong systems to support students as individuals. They lengthened the school day and started a data-driven approach to school improvement from monitoring attendance to test scores. And they focused on reinvigorating the school culture as a whole. They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The arts classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a more stimulating environment and sense of ownership by the children. “Kids do well,” Bott said, “when you design and build a school that they want to be in. Having great arts programs and athletics programs makes school an enjoyable place to be and that’s when you see success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p9\">The school had more than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English as a second language, and one in five were on individual learning plans for special needs. The school’s problems were not its students, Bott said. It needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the whole student and promoted higher levels of achievement across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the old system came alive and graduated with confidence to high school and beyond. For some people, abandoning security in favor of arts programs seemed like a crazy idea. Bott knew, and events proved, that it was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens didn’t depend on any new laws being passed. All it took was a leader with the vision to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens (and others like it) illustrates an essential truth in education. The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow.png 1901w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world’s leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003ch2 class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/h2>\n\u003cp class=\"p3\">There’s more room to make changes within the current education system than many people think. Schools operate as they do not because they have to but because they choose to. They don’t need to be that way; they can change and many do. Innovative schools everywhere are breaking the mold of convention to meet the best interests of their students, families, and communities. As well as great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to promote the success of all their students, whatever their circumstances and talents. A creative principal with the right powers of leadership can take a failing school and turn it into a hot spot of innovation and inclusion that benefits everyone it touches.\u003c/p>\n\u003cp class=\"p6\">Take Orchard Gardens elementary school in Roxbury, Massachusetts. Ten years ago Orchard Gardens was in the doldrums. By most measures, it was one of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did not return. Test scores were in the bottom 5 percent of all Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students weren’t allowed to carry backpacks to school for fear that they might use them to conceal weapons, and there was an expensive staff of security guards, costing more than $250,000 a year, to make sure they didn’t. Remember, this was an \u003ci>elementary\u003c/i>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison. He had a radically different solution to its problems, which shocked many observers. He decided to eliminate the security staff altogether and invest the money in arts programs instead.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted as one of eight pilot schools for a new plan created by President Obama’s Committee on the Arts and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special expertise in the arts: teachers who believed in his new vision for the school. “This was a far better investment,” said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” Together they introduced strong systems to support students as individuals. They lengthened the school day and started a data-driven approach to school improvement from monitoring attendance to test scores. And they focused on reinvigorating the school culture as a whole. They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The arts classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a more stimulating environment and sense of ownership by the children. “Kids do well,” Bott said, “when you design and build a school that they want to be in. Having great arts programs and athletics programs makes school an enjoyable place to be and that’s when you see success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p9\">The school had more than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English as a second language, and one in five were on individual learning plans for special needs. The school’s problems were not its students, Bott said. It needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the whole student and promoted higher levels of achievement across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the old system came alive and graduated with confidence to high school and beyond. For some people, abandoning security in favor of arts programs seemed like a crazy idea. Bott knew, and events proved, that it was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens didn’t depend on any new laws being passed. All it took was a leader with the vision to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens (and others like it) illustrates an essential truth in education. The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow.png 1901w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world’s leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n",
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"excerpt": "High school students increasingly see school as something to \"do,\" not a place to learn. How can parents and educators reframe success to allow schools to become a place of deep engagement and real learning?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
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"order": 10
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"site": "radio",
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"how-i-built-this": {
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"airtime": "SUN 7:30pm-8pm",
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"info": "Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.",
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"source": "Deutsche Welle"
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},
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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},
"live-from-here-highlights": {
"id": "live-from-here-highlights",
"title": "Live from Here Highlights",
"info": "Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.",
"airtime": "SAT 6pm-8pm, SUN 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.livefromhere.org/",
"meta": {
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"link": "/radio/program/live-from-here-highlights",
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"rss": "https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"mindshift": {
"id": "mindshift",
"title": "MindShift",
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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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"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 13
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 12
},
"link": "/podcasts/onourwatch",
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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"link": "/radio/program/on-the-media",
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},
"our-body-politic": {
"id": "our-body-politic",
"title": "Our Body Politic",
"info": "Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.",
"airtime": "SAT 6pm-7pm, SUN 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/our-body-politic",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw",
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},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 15
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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"politicalbreakdown": {
"id": "politicalbreakdown",
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