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We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn.\u003c/p>\n\n\n\n\u003cp>MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n\n\n\n\n\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[{"blockName":"core/image","attrs":{"id":23752,"sizeSlug":"large","linkDestination":"none"},"innerBlocks":[],"innerHTML":"\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png\" alt=\"\" class=\"wp-image-23752\"/>\u003c/figure>\n","innerContent":["\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png\" alt=\"\" class=\"wp-image-23752\"/>\u003c/figure>\n"]},{"blockName":"core/paragraph","attrs":[],"innerBlocks":[],"innerHTML":"\n\u003cp>MindShift explores the future of learning and how we raise our kids. 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Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n"]},{"blockName":"core/paragraph","attrs":[],"innerBlocks":[],"innerHTML":"\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n","innerContent":["\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. 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Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n\n\n\n\n\n\n\n\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"label":"root-site","isLoading":false}},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_64301":{"type":"posts","id":"mindshift_64301","meta":{"index":"posts_1716263798","site":"mindshift","id":"64301","score":null,"sort":[1721815211000]},"guestAuthors":[],"slug":"can-noticing-glimmers-reduce-parenting-stress","title":"Can Noticing \"Glimmers\" Reduce Parenting Stress?","publishDate":1721815211,"format":"standard","headTitle":"Can Noticing “Glimmers” Reduce Parenting Stress? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was originally published by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anyone who has been a parent for more than two seconds knows that parenting is not all sunshine and rainbows. Yet, parents also know that there are magical moments in parenting that make it all worth it — like getting a gummy smile from your baby or being handed a bouquet of wildflowers that your child picked just for you. Recently, there has been a \u003c/span>\u003ca href=\"https://www.instagram.com/erinmagilton/p/CtrFUmauCsH/\">\u003cspan style=\"font-weight: 400\">movement on social media \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to recognize and appreciate these “glimmers,” or \u003ca href=\"https://www.instagram.com/p/C4d-m3DM9KZ/\">moments of joy\u003c/a>. While this idea is discussed as a more general life hack on social media, it seems particularly applicable to the lives of parents which seems to be a stress-filled existence punctuated by fleeting glimmers. So can focusing on the glimmers of joy we experience as parents help us to be less stressed out and more content? \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What are glimmers?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glimmers are seemingly insignificant, fleeting moments that trigger \u003ca href=\"https://www.instagram.com/p/CnpQ_LMsv4t/\">positive feelings\u003c/a>. Glimmers can include any events, objects, people or situations that give you a sense of calm, peace or joy. Glimmers are purported to be \u003ca href=\"https://www.instagram.com/p/C3TVnK_hWmX/\">the opposite of triggers\u003c/a>, which are reminders of trauma or cues that bring up negative feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of glimmers in parenting can include: really noticing the beauty in your child’s face, hearing your child mispronounce a word in the most adorable way, feeling your child snuggle up to you as you read them a book at night, singing a song together in the car on the way to school, your child saying “I love you” or “thank you,” or getting a drawing your child made for you at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This concept is not new. Author Glennon Doyle also discussed these parenting moments in 2012 on her blog Momastery, referring to them as “Kairos time.” She explains that Kairos time is \u003c/span>\u003ca href=\"https://momastery.com/blog/2012/01/04/2011-lesson-2-dont-carpe-diem/\">\u003cspan style=\"font-weight: 400\">“those magical moments when time stands still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In her blog post she writes, “these kairos moments leave as fast as they come- but I mark them. I say the word \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">kairos\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in my head each time…And at the end of the day, I don’t remember exactly what my kairos moments were, but I remember I had them. And that makes the pain of the daily parenting climb worth it.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>The science behind glimmers\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the concept of glimmers is incredibly compelling, there is no research yet that directly examines this experience. Yet, many of the explanations on social media seem to suggest that glimmers are backed by solid neuroscience research. So where do these explanations come from? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glimmers were first described by social worker and therapist Deb Dana in her 2018 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In the book, Dana provides a convincing neuroscience explanation for why glimmers are important. She claims that the positive impact of glimmers can be explained by polyvagal theory. This theory focuses on the function of the vagus nerve, which connects the brain to important organs such as the heart, lungs and digestive system and has two parts — dorsal and ventral. According to this theory, the dorsal vagus nerve response is the “freeze” that happens in times of intense fear, while the ventral vagus response calms and regulates our nervous system. Dana argues that glimmers activate the ventral vagus nerve response. However, this theory is increasingly \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0301051123001060?via%3Dihub\">\u003cspan style=\"font-weight: 400\">questioned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by scientists, as the scientific evidence for the vagus nerve response is really lacking. The other claims in this book, such as glimmers reducing anxiety or being particularly helpful for individuals who have experienced trauma, also have not been backed by research. This is a great example of a concept called \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Octavia-Wiseman-2/publication/302249658_Neuroscience_or_neurobabble_How_science_informs_parenting_policy/links/572f1ff708ae3736095c02f4/Neuroscience-or-neurobabble-How-science-informs-parenting-policy.pdf\">\u003cspan style=\"font-weight: 400\">“neurobabble”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — which is the idea that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2778755/\">\u003cspan style=\"font-weight: 400\">people are more likely to believe scientific findings when they have a neuroscience explanation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of this potential neurobabble and the lack of research on this topic, glimmers might still be important because they fit in perfectly with our understanding of positive psychology (translation: the field of research studying how to maximize happiness and life satisfaction). First, \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.791040/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that focusing on savoring an experience as you might when noticing a glimmer is associated with increased happiness during times of stress. We also have research showing that \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">noticing moments of gratitude is associated with increased happiness and life satisfaction.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Another \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">line of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that finding meaning in your daily activities is associated with more happiness. Glimmers also encourage mindfulness (translation: paying attention to the present moment), which research finds can help parents to \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-009-0046-3\">\u003cspan style=\"font-weight: 400\">control their own emotions in challenging parenting situations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have more compassion for themselves and their child, and \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01336/full\">\u003cspan style=\"font-weight: 400\">reduce parenting stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We don’t have any research on the concept of glimmers specifically but the positive psychology research we do have suggests that noticing glimmers might be helpful for you as a parent (and as a human more generally). This line of research also provides some suggestions for noticing and appreciating glimmers: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Savor the glimmer moments.\u003c/b> \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.791040/full\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that savoring the moments when you experience a glimmer might help to maximize happiness during challenging times. Savoring could include reflecting on a positive moment from the past, noticing a positive moment in the present, or anticipating a positive moment in the future. So when you are dealing with the daily hassles of parenting, try reflecting on past glimmer moments, noticing the glimmer moments right in front of you and thinking of what glimmer moments you might experience in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Make note or mark the experience of glimmers in some way\u003c/b>\u003cspan style=\"font-weight: 400\">: The \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> we have on gratitude suggests that making gratitude lists is associated with increased happiness and life satisfaction. Try to keep a “glimmer journal” or write a note on your phone to keep track of the glimmers you experience. If you don’t have time to write down the glimmers (a very common experience among busy parents), then in your head or even out loud mark the moment as a “glimmer.” Take a moment to thank a higher power or even your child for this special experience. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Think about the meaning behind glimmers. \u003c/b>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.00686/full\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that noticing meaning in activities of daily life is associated with increased happiness. When a glimmer occurs, think about why it is personally significant for you. For example, if your children hug each other, think about how your children having a close sibling bond is so important to you as a parent. If your child says something sweet to you, think about how wonderful it is to be raising a kind child. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be present.\u003c/b>\u003cspan style=\"font-weight: 400\"> Glimmers occur in the present moment, so you need to be present to notice them. The \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-009-0046-3\">\u003cspan style=\"font-weight: 400\">research on mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that simply being present may have a positive impact on parenting. One way to be more present is the 5-4-3-2-1 method, in which you notice five things you can see, four things you can feel, three things you can hear, two things you can smell and one thing you can taste. If your phone is a distraction, as it is for so many of us, try putting it in another room while you are with your child. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Enjoy what you have rather than always wishing it were better. \u003c/b>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=9b3092c077fea605cce2df2ff58a56a838e6c72b\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that some people tend to be satisfied with what they have while some people are always looking for better. Being satisfied with what you have might help you to experience more glimmers. For example, rather than thinking that you should be on a fabulous beach vacation, notice how nice it is to eat popsicles with your child on a hot summer day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Adjust your schedule to make room for glimmers.\u003c/b>\u003cspan style=\"font-weight: 400\"> Notice when and where you experience glimmers. Then try to maximize them in your life by scheduling activities that help you to experience more glimmers. \u003c/span>\u003ca href=\"http://www.behavioralactivationtech.com/wp-content/uploads/2016/03/Cuijpers-et-al_2007.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that intentionally scheduling positive activities that you enjoy improves your mood. For example, you might notice more glimmers when you are outside in nature with your kids or when you are cuddling with you kids in bed. Prioritize these moments with your children and wait for the glimmers to occur naturally!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Lots of people on social media are talking about \"glimmers,\" or small moments of joy. What can science tell us about this trend and its value to parents?","status":"publish","parent":0,"modified":1721818806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1448},"headData":{"title":"Can Noticing \"Glimmers\" Reduce Parenting Stress? | KQED","description":"Lots of people on social media are talking about "glimmers," or small moments of joy. What can science tell us about this trend?","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64303","twTitle":"","twDescription":"","twImgId":"mindshift_64303","socialDescription":"Lots of people on social media are talking about "glimmers," or small moments of joy. What can science tell us about this trend?","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Noticing \"Glimmers\" Reduce Parenting Stress?","datePublished":"2024-07-24T03:00:11-07:00","dateModified":"2024-07-24T04:00:06-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","nprStoryId":"kqed-64301","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64301/can-noticing-glimmers-reduce-parenting-stress","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was originally published by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anyone who has been a parent for more than two seconds knows that parenting is not all sunshine and rainbows. Yet, parents also know that there are magical moments in parenting that make it all worth it — like getting a gummy smile from your baby or being handed a bouquet of wildflowers that your child picked just for you. Recently, there has been a \u003c/span>\u003ca href=\"https://www.instagram.com/erinmagilton/p/CtrFUmauCsH/\">\u003cspan style=\"font-weight: 400\">movement on social media \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to recognize and appreciate these “glimmers,” or \u003ca href=\"https://www.instagram.com/p/C4d-m3DM9KZ/\">moments of joy\u003c/a>. While this idea is discussed as a more general life hack on social media, it seems particularly applicable to the lives of parents which seems to be a stress-filled existence punctuated by fleeting glimmers. So can focusing on the glimmers of joy we experience as parents help us to be less stressed out and more content? \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What are glimmers?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glimmers are seemingly insignificant, fleeting moments that trigger \u003ca href=\"https://www.instagram.com/p/CnpQ_LMsv4t/\">positive feelings\u003c/a>. Glimmers can include any events, objects, people or situations that give you a sense of calm, peace or joy. Glimmers are purported to be \u003ca href=\"https://www.instagram.com/p/C3TVnK_hWmX/\">the opposite of triggers\u003c/a>, which are reminders of trauma or cues that bring up negative feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of glimmers in parenting can include: really noticing the beauty in your child’s face, hearing your child mispronounce a word in the most adorable way, feeling your child snuggle up to you as you read them a book at night, singing a song together in the car on the way to school, your child saying “I love you” or “thank you,” or getting a drawing your child made for you at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This concept is not new. Author Glennon Doyle also discussed these parenting moments in 2012 on her blog Momastery, referring to them as “Kairos time.” She explains that Kairos time is \u003c/span>\u003ca href=\"https://momastery.com/blog/2012/01/04/2011-lesson-2-dont-carpe-diem/\">\u003cspan style=\"font-weight: 400\">“those magical moments when time stands still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In her blog post she writes, “these kairos moments leave as fast as they come- but I mark them. I say the word \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">kairos\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in my head each time…And at the end of the day, I don’t remember exactly what my kairos moments were, but I remember I had them. And that makes the pain of the daily parenting climb worth it.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>The science behind glimmers\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the concept of glimmers is incredibly compelling, there is no research yet that directly examines this experience. Yet, many of the explanations on social media seem to suggest that glimmers are backed by solid neuroscience research. So where do these explanations come from? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glimmers were first described by social worker and therapist Deb Dana in her 2018 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In the book, Dana provides a convincing neuroscience explanation for why glimmers are important. She claims that the positive impact of glimmers can be explained by polyvagal theory. This theory focuses on the function of the vagus nerve, which connects the brain to important organs such as the heart, lungs and digestive system and has two parts — dorsal and ventral. According to this theory, the dorsal vagus nerve response is the “freeze” that happens in times of intense fear, while the ventral vagus response calms and regulates our nervous system. Dana argues that glimmers activate the ventral vagus nerve response. However, this theory is increasingly \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0301051123001060?via%3Dihub\">\u003cspan style=\"font-weight: 400\">questioned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by scientists, as the scientific evidence for the vagus nerve response is really lacking. The other claims in this book, such as glimmers reducing anxiety or being particularly helpful for individuals who have experienced trauma, also have not been backed by research. This is a great example of a concept called \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Octavia-Wiseman-2/publication/302249658_Neuroscience_or_neurobabble_How_science_informs_parenting_policy/links/572f1ff708ae3736095c02f4/Neuroscience-or-neurobabble-How-science-informs-parenting-policy.pdf\">\u003cspan style=\"font-weight: 400\">“neurobabble”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — which is the idea that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2778755/\">\u003cspan style=\"font-weight: 400\">people are more likely to believe scientific findings when they have a neuroscience explanation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of this potential neurobabble and the lack of research on this topic, glimmers might still be important because they fit in perfectly with our understanding of positive psychology (translation: the field of research studying how to maximize happiness and life satisfaction). First, \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.791040/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that focusing on savoring an experience as you might when noticing a glimmer is associated with increased happiness during times of stress. We also have research showing that \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">noticing moments of gratitude is associated with increased happiness and life satisfaction.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Another \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">line of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that finding meaning in your daily activities is associated with more happiness. Glimmers also encourage mindfulness (translation: paying attention to the present moment), which research finds can help parents to \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-009-0046-3\">\u003cspan style=\"font-weight: 400\">control their own emotions in challenging parenting situations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have more compassion for themselves and their child, and \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01336/full\">\u003cspan style=\"font-weight: 400\">reduce parenting stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We don’t have any research on the concept of glimmers specifically but the positive psychology research we do have suggests that noticing glimmers might be helpful for you as a parent (and as a human more generally). This line of research also provides some suggestions for noticing and appreciating glimmers: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Savor the glimmer moments.\u003c/b> \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.791040/full\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that savoring the moments when you experience a glimmer might help to maximize happiness during challenging times. Savoring could include reflecting on a positive moment from the past, noticing a positive moment in the present, or anticipating a positive moment in the future. So when you are dealing with the daily hassles of parenting, try reflecting on past glimmer moments, noticing the glimmer moments right in front of you and thinking of what glimmer moments you might experience in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Make note or mark the experience of glimmers in some way\u003c/b>\u003cspan style=\"font-weight: 400\">: The \u003c/span>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00584/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> we have on gratitude suggests that making gratitude lists is associated with increased happiness and life satisfaction. Try to keep a “glimmer journal” or write a note on your phone to keep track of the glimmers you experience. If you don’t have time to write down the glimmers (a very common experience among busy parents), then in your head or even out loud mark the moment as a “glimmer.” Take a moment to thank a higher power or even your child for this special experience. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Think about the meaning behind glimmers. \u003c/b>\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.00686/full\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that noticing meaning in activities of daily life is associated with increased happiness. When a glimmer occurs, think about why it is personally significant for you. For example, if your children hug each other, think about how your children having a close sibling bond is so important to you as a parent. If your child says something sweet to you, think about how wonderful it is to be raising a kind child. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be present.\u003c/b>\u003cspan style=\"font-weight: 400\"> Glimmers occur in the present moment, so you need to be present to notice them. The \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-009-0046-3\">\u003cspan style=\"font-weight: 400\">research on mindfulness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that simply being present may have a positive impact on parenting. One way to be more present is the 5-4-3-2-1 method, in which you notice five things you can see, four things you can feel, three things you can hear, two things you can smell and one thing you can taste. If your phone is a distraction, as it is for so many of us, try putting it in another room while you are with your child. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Enjoy what you have rather than always wishing it were better. \u003c/b>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=9b3092c077fea605cce2df2ff58a56a838e6c72b\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that some people tend to be satisfied with what they have while some people are always looking for better. Being satisfied with what you have might help you to experience more glimmers. For example, rather than thinking that you should be on a fabulous beach vacation, notice how nice it is to eat popsicles with your child on a hot summer day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Adjust your schedule to make room for glimmers.\u003c/b>\u003cspan style=\"font-weight: 400\"> Notice when and where you experience glimmers. Then try to maximize them in your life by scheduling activities that help you to experience more glimmers. \u003c/span>\u003ca href=\"http://www.behavioralactivationtech.com/wp-content/uploads/2016/03/Cuijpers-et-al_2007.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that intentionally scheduling positive activities that you enjoy improves your mood. For example, you might notice more glimmers when you are outside in nature with your kids or when you are cuddling with you kids in bed. Prioritize these moments with your children and wait for the glimmers to occur naturally!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64301/can-noticing-glimmers-reduce-parenting-stress","authors":["byline_mindshift_64301"],"categories":["mindshift_21385"],"tags":["mindshift_46","mindshift_20568","mindshift_21706","mindshift_20796"],"featImg":"mindshift_64303","label":"mindshift"},"mindshift_64260":{"type":"posts","id":"mindshift_64260","meta":{"index":"posts_1716263798","site":"mindshift","id":"64260","score":null,"sort":[1721728822000]},"guestAuthors":[],"slug":"sonja-cherry-paul-shares-5-antiracist-practices-to-transform-reading-instruction","title":"Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction","publishDate":1721728822,"format":"standard","headTitle":"Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/antiracist-reading-revolution-285663\">Antiracist Reading Revolution: A Framework for Teaching Beyond Representation Toward Liberation\u003c/a> by Sonja Cherry-Paul. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>While there is no one way to define \u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">antiracist curriculum or instruction\u003c/a>, several characteristics emerge from the existing and growing body of scholarship on antiracism. I have identified five that can \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">inform instruction and shape the educational experiences\u003c/a> of students. Each of these characteristics works together as a whole to construct a vision of an antiracist reading classroom—the work of teachers and the work of students—that leads to liberation.\u003c/p>\n\u003cp>Although I discuss each of the characteristics individually and one at a time, it is important to note that they are not linear, but circuitous and interconnected. Looking at them individually can, I hope, provide a greater understanding of antiracist teaching as lived, liberatory practice.\u003c/p>\n\u003ch2>1. Center BIPOC in texts\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64262 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg\" alt=\"\" width=\"181\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg 452w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230-160x198.jpg 160w\" sizes=\"(max-width: 181px) 100vw, 181px\">Antiracist educators work to affirm racially and culturally diverse people and communities lovingly and \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">joyfully\u003c/a>. One way to achieve this is through \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">transparent, intentional text selection\u003c/a>, understanding that otherwise, books and texts are powerful ways young people can be socialized into racist and inequitable ideas. In \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\"> \u003cem>Stamped (For Kids): Racism, Antiracism, and You\u003c/em>\u003c/a>, I ask young readers to look out for mainstream representations that too often provide limited, deficit, harmful perspectives of Black and Brown people. Therefore, antiracist teaching seeks to powerfully reflect those who have been minoritized and marginalized in depth rather than in superficial breadth that can proliferate stereotypes. Books and texts written by BIPOC creators who share the same racial and cultural identity as the people and characters they are writing about are more likely to \u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\">present important, nuanced perspectives\u003c/a>.\u003c/p>\n\u003ch2>2. Recognize cultural, community and collective practices\u003c/h2>\n\u003cp>Antiracist educators recognize the importance of \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">truly knowing their students\u003c/a> — their personal identities, such as favorite TV shows, movies, sports and music, and also their social identities, which include their racial, cultural and linguistic identities as well as knowing the communities in which they live. Antiracist educators see this work of knowing as continuous, and it helps them to develop instruction and curriculum that are closer fits between students’ home and school cultures. \u003ca href=\"https://drkimparker.org/\">Kimberly Parker\u003c/a> asserts, “We see the world through our own racialized, gendered, complicated lenses” and the importance of educators reframing our thinking. To accomplish this, she recommends we lean into the scholarship around “funds of knowledge” to \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">develop multidimensional understandings of the children\u003c/a> in teachers’ care. Therefore, antiracist teaching is grounded in historical and contemporary experiences and issues of people and community. Rather than revering individualism and competition, books and texts that are centered in curriculum \u003ca href=\"https://www.kqed.org/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency\">support collectivism and communal practices\u003c/a> and are those that value multiple ways of knowing across cultures.\u003c/p>\n\u003ch2>3. Shatter silences around racism\u003c/h2>\n\u003cp>Educators \u003ca href=\"https://www.kqed.org/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms\">name racism proactively\u003c/a> and explicitly and help students develop a working definition of racism. This definition deepens across space, time and context, making it possible for students to recognize social, economic and political factors that create environmental conditions that oppress BIPOC and communities. Each summer, \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> and I co-facilitate the \u003ca href=\"https://theirel.org/\">Institute for Racial Equity in Literacy\u003c/a> (IREL), a unique professional development experience that supports educators in the work of antiracism and equity in their classrooms, schools and communities. This work demands critical reflection and action. We challenge educators to identify the ways in which racism has been embedded throughout history and in every societal institution, \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">including schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>– And we ask educators to reflect on questions such as these:\u003c/p>\n\u003cp>– How can we ensure that our educational practices are not just inclusive but equitable?\u003c/p>\n\u003cp>– How can we use our power and position as educators to transform systems, whether those systems be our individual classrooms, districts or greater communities?\u003c/p>\n\u003cp>– How can we help students read, write and \u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">speak up for justice\u003c/a>?\u003c/p>\n\u003cp>Therefore, antiracist teaching helps students recognize ways racism is entrenched in institutions and systems such as education, housing, health care, media, government, law enforcement and more and ways we can work to dismantle oppressive systems.\u003c/p>\n\u003ch2>4. Teach racial literacy\u003c/h2>\n\u003cp>Antiracist educators acquire racial literacy themselves and help their students become racially literate. This involves teaching that invites students to recognize race as a social construct, acknowledge racism as a contemporary problem and not just a past condition, and interrogate the ways whiteness drives the values, structures and systems in the United States and beyond. \u003ca href=\"https://x.com/detramichelle?lang=en\">Detra Price-Dennis\u003c/a> and \u003ca href=\"https://www.yolandasealeyruiz.com/\">Yolanda Sealey-Ruiz\u003c/a> convey the urgency for educators to not just talk about race and racism “but to learn how to \u003ca href=\"https://www.tc.columbia.edu/articles/2021/may/detra-price-dennis--yolanda-sealey-ruizs-new-book-on-technology-in-education/\">examine carefully how race is lived in our society\u003c/a>.” When educators acquire this skill, they are able to support the racial literacy development of their students so they are able to navigate and interrupt racist structures, systems, policies and practices. \u003ca href=\"https://ncte.org/wp-content/uploads/2021/04/SquireOfficePolicyBrief_RacialLiteracy_April2021.pdf\">Sealey-Ruiz explains\u003c/a> that “a desired outcome of racial literacy in an outwardly racist society like America is for members of the dominant racial category to adopt an antiracist stance and for persons of color to resist a victim stance.” Therefore, antiracist teaching supports authentic, critical and constructive conversations as students apply racial literacy skills to read and discuss texts and develop tools to disrupt racism in their lives.\u003c/p>\n\u003ch2>5. Learn about community activists\u003c/h2>\n\u003cp>Antiracist educators learn about people locally as well as globally who are working to dismantle racism. They recognize that those who make this their life’s work aren’t always heralded in books for students to access. Also crucially important is the recognition of ways activists \u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">work in community with others\u003c/a>. Parker defines community as “a group of people who come together around shared purposes” that includes “members’ needs for connection, interdependence and the belief that a community — and the work required to create and maintain it — are necessary and possible.” The work of antiracist educators cannot flourish without cultivating community in our classrooms. Community, Dr. Parker asserts, “must be intentional if we want it to be liberatory.” The nurturing of our classroom communities must also include connecting students to the people and organizations in the wider school community who work to make life more equitable in their neighborhoods and in the world. Such connection is one way students maintain hope for a more just world — a hope that is underpinned by intention, commitment and action. Therefore, antiracist teaching creates community and connects young people to activists that empower them to consider how they locate themselves in the longevity of work for liberation and ways they will cultivate new ideas that become seeds of change.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://sonjacherrypaul.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64263 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg\" alt=\"\" width=\"164\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-160x155.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-768x742.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download.jpg 932w\" sizes=\"(max-width: 164px) 100vw, 164px\">Sonja Cherry-Paul\u003c/a> is the founder of Red Clay Educators, co-director of the Institute for Racial Equity in Literacy, co-director of the Teach Black History All Year Institute and executive producer and host of The Black Creators Series. She is an educator with more than 20 years of classroom experience who has written several books that support reading and writing instruction and has adapted the #1 New York Times Bestseller, \u003c/em>Stamped (For Kids)\u003cem>. Sonja leads professional development for schools and organizations in equity and antiracism.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sonja Cherry-Paul's new book, \"Antiracist Reading Revolution,\" offers five antiracist teaching strategies that go beyond adding diverse texts to the classroom library.","status":"publish","parent":0,"modified":1721340981,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1198},"headData":{"title":"Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction | KQED","description":"Go beyond adding diverse texts to the classroom library with these teaching strategies from Sonja Cherry-Paul's "Antiracist Reading Revolution."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Go beyond adding diverse texts to the classroom library with these teaching strategies from Sonja Cherry-Paul's "Antiracist Reading Revolution."","schema":{"@context":"http://schema.org","@type":"Article","headline":"Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction","datePublished":"2024-07-23T03:00:22-07:00","dateModified":"2024-07-18T15:16:21-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64260/sonja-cherry-paul-shares-5-antiracist-practices-to-transform-reading-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/antiracist-reading-revolution-285663\">Antiracist Reading Revolution: A Framework for Teaching Beyond Representation Toward Liberation\u003c/a> by Sonja Cherry-Paul. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>While there is no one way to define \u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">antiracist curriculum or instruction\u003c/a>, several characteristics emerge from the existing and growing body of scholarship on antiracism. I have identified five that can \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">inform instruction and shape the educational experiences\u003c/a> of students. Each of these characteristics works together as a whole to construct a vision of an antiracist reading classroom—the work of teachers and the work of students—that leads to liberation.\u003c/p>\n\u003cp>Although I discuss each of the characteristics individually and one at a time, it is important to note that they are not linear, but circuitous and interconnected. Looking at them individually can, I hope, provide a greater understanding of antiracist teaching as lived, liberatory practice.\u003c/p>\n\u003ch2>1. Center BIPOC in texts\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64262 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg\" alt=\"\" width=\"181\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg 452w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230-160x198.jpg 160w\" sizes=\"(max-width: 181px) 100vw, 181px\">Antiracist educators work to affirm racially and culturally diverse people and communities lovingly and \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">joyfully\u003c/a>. One way to achieve this is through \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">transparent, intentional text selection\u003c/a>, understanding that otherwise, books and texts are powerful ways young people can be socialized into racist and inequitable ideas. In \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\"> \u003cem>Stamped (For Kids): Racism, Antiracism, and You\u003c/em>\u003c/a>, I ask young readers to look out for mainstream representations that too often provide limited, deficit, harmful perspectives of Black and Brown people. Therefore, antiracist teaching seeks to powerfully reflect those who have been minoritized and marginalized in depth rather than in superficial breadth that can proliferate stereotypes. Books and texts written by BIPOC creators who share the same racial and cultural identity as the people and characters they are writing about are more likely to \u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\">present important, nuanced perspectives\u003c/a>.\u003c/p>\n\u003ch2>2. Recognize cultural, community and collective practices\u003c/h2>\n\u003cp>Antiracist educators recognize the importance of \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">truly knowing their students\u003c/a> — their personal identities, such as favorite TV shows, movies, sports and music, and also their social identities, which include their racial, cultural and linguistic identities as well as knowing the communities in which they live. Antiracist educators see this work of knowing as continuous, and it helps them to develop instruction and curriculum that are closer fits between students’ home and school cultures. \u003ca href=\"https://drkimparker.org/\">Kimberly Parker\u003c/a> asserts, “We see the world through our own racialized, gendered, complicated lenses” and the importance of educators reframing our thinking. To accomplish this, she recommends we lean into the scholarship around “funds of knowledge” to \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">develop multidimensional understandings of the children\u003c/a> in teachers’ care. Therefore, antiracist teaching is grounded in historical and contemporary experiences and issues of people and community. Rather than revering individualism and competition, books and texts that are centered in curriculum \u003ca href=\"https://www.kqed.org/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency\">support collectivism and communal practices\u003c/a> and are those that value multiple ways of knowing across cultures.\u003c/p>\n\u003ch2>3. Shatter silences around racism\u003c/h2>\n\u003cp>Educators \u003ca href=\"https://www.kqed.org/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms\">name racism proactively\u003c/a> and explicitly and help students develop a working definition of racism. This definition deepens across space, time and context, making it possible for students to recognize social, economic and political factors that create environmental conditions that oppress BIPOC and communities. Each summer, \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> and I co-facilitate the \u003ca href=\"https://theirel.org/\">Institute for Racial Equity in Literacy\u003c/a> (IREL), a unique professional development experience that supports educators in the work of antiracism and equity in their classrooms, schools and communities. This work demands critical reflection and action. We challenge educators to identify the ways in which racism has been embedded throughout history and in every societal institution, \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">including schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>– And we ask educators to reflect on questions such as these:\u003c/p>\n\u003cp>– How can we ensure that our educational practices are not just inclusive but equitable?\u003c/p>\n\u003cp>– How can we use our power and position as educators to transform systems, whether those systems be our individual classrooms, districts or greater communities?\u003c/p>\n\u003cp>– How can we help students read, write and \u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">speak up for justice\u003c/a>?\u003c/p>\n\u003cp>Therefore, antiracist teaching helps students recognize ways racism is entrenched in institutions and systems such as education, housing, health care, media, government, law enforcement and more and ways we can work to dismantle oppressive systems.\u003c/p>\n\u003ch2>4. Teach racial literacy\u003c/h2>\n\u003cp>Antiracist educators acquire racial literacy themselves and help their students become racially literate. This involves teaching that invites students to recognize race as a social construct, acknowledge racism as a contemporary problem and not just a past condition, and interrogate the ways whiteness drives the values, structures and systems in the United States and beyond. \u003ca href=\"https://x.com/detramichelle?lang=en\">Detra Price-Dennis\u003c/a> and \u003ca href=\"https://www.yolandasealeyruiz.com/\">Yolanda Sealey-Ruiz\u003c/a> convey the urgency for educators to not just talk about race and racism “but to learn how to \u003ca href=\"https://www.tc.columbia.edu/articles/2021/may/detra-price-dennis--yolanda-sealey-ruizs-new-book-on-technology-in-education/\">examine carefully how race is lived in our society\u003c/a>.” When educators acquire this skill, they are able to support the racial literacy development of their students so they are able to navigate and interrupt racist structures, systems, policies and practices. \u003ca href=\"https://ncte.org/wp-content/uploads/2021/04/SquireOfficePolicyBrief_RacialLiteracy_April2021.pdf\">Sealey-Ruiz explains\u003c/a> that “a desired outcome of racial literacy in an outwardly racist society like America is for members of the dominant racial category to adopt an antiracist stance and for persons of color to resist a victim stance.” Therefore, antiracist teaching supports authentic, critical and constructive conversations as students apply racial literacy skills to read and discuss texts and develop tools to disrupt racism in their lives.\u003c/p>\n\u003ch2>5. Learn about community activists\u003c/h2>\n\u003cp>Antiracist educators learn about people locally as well as globally who are working to dismantle racism. They recognize that those who make this their life’s work aren’t always heralded in books for students to access. Also crucially important is the recognition of ways activists \u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">work in community with others\u003c/a>. Parker defines community as “a group of people who come together around shared purposes” that includes “members’ needs for connection, interdependence and the belief that a community — and the work required to create and maintain it — are necessary and possible.” The work of antiracist educators cannot flourish without cultivating community in our classrooms. Community, Dr. Parker asserts, “must be intentional if we want it to be liberatory.” The nurturing of our classroom communities must also include connecting students to the people and organizations in the wider school community who work to make life more equitable in their neighborhoods and in the world. Such connection is one way students maintain hope for a more just world — a hope that is underpinned by intention, commitment and action. Therefore, antiracist teaching creates community and connects young people to activists that empower them to consider how they locate themselves in the longevity of work for liberation and ways they will cultivate new ideas that become seeds of change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://sonjacherrypaul.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64263 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg\" alt=\"\" width=\"164\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-160x155.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-768x742.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download.jpg 932w\" sizes=\"(max-width: 164px) 100vw, 164px\">Sonja Cherry-Paul\u003c/a> is the founder of Red Clay Educators, co-director of the Institute for Racial Equity in Literacy, co-director of the Teach Black History All Year Institute and executive producer and host of The Black Creators Series. She is an educator with more than 20 years of classroom experience who has written several books that support reading and writing instruction and has adapted the #1 New York Times Bestseller, \u003c/em>Stamped (For Kids)\u003cem>. Sonja leads professional development for schools and organizations in equity and antiracism.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64260/sonja-cherry-paul-shares-5-antiracist-practices-to-transform-reading-instruction","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21844","mindshift_21322"],"featImg":"mindshift_64268","label":"mindshift"},"mindshift_64226":{"type":"posts","id":"mindshift_64226","meta":{"index":"posts_1716263798","site":"mindshift","id":"64226","score":null,"sort":[1721642446000]},"guestAuthors":[],"slug":"how-to-strengthen-school-family-partnerships-with-proven-strategies","title":"How to Strengthen School-Family Partnerships With Proven Strategies","publishDate":1721642446,"format":"standard","headTitle":"How to Strengthen School-Family Partnerships With Proven Strategies | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“How many of you have been teachers?” \u003c/span>\u003ca href=\"https://pll.harvard.edu/instructor/karen-l-mapp\">\u003cspan style=\"font-weight: 400\">Karen Mapp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked an audience at the \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3\">\u003cspan style=\"font-weight: 400\">2024 National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly every hand went into the air. But then came her next question: “How many of you in your pre-service training to be a teacher or an educator had a full course on family engagement?” Only one hand went up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators do not have models for what good family engagement looks like, said Mapp, director of the Education Policy and Management master’s program at Harvard Graduate School of Education. She defines family engagement as a \u003c/span>\u003ca href=\"https://portal.ct.gov/-/media/sde/publications/fe_definition_and_guiding_principles_handout.pdf\">\u003cspan style=\"font-weight: 400\">full and equal partnership between schools, communities and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Research shows that family engagement \u003c/span>\u003ca href=\"https://education.jhu.edu/news/study-shows-home-visits-improved-school-attendance/\">\u003cspan style=\"font-weight: 400\">benefits not only students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but also \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/case-strong-family-and-community-engagement-schools\">\u003cspan style=\"font-weight: 400\">teachers and families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “When we engage with each other, our deficit-based mindsets about each other disappear,” Mapp said. Most schools think that they are engaging families when they are just involving them, but Mapp said that involvement only requires one-way communication. “Your families are your students’ first teachers. We need to treat them with that respect,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mapp developed the \u003c/span>\u003ca href=\"http://www.dualcapacity.org\">\u003cspan style=\"font-weight: 400\">Dual Capacity-Building Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which outlines how to support family engagement strategies, policies and programs, including building trust, being culturally responsive and fostering collaboration. At the community schools conference, \u003c/span>\u003ca href=\"https://www.rvaschools.net/leadership/leadership-team\">\u003cspan style=\"font-weight: 400\">Shadae Harris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Chief Engagement Officer at Richmond Public Schools, shared how she successfully used this framework \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">\u003cspan style=\"font-weight: 400\">to improve family engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around student attendance. After the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> rates in Richmond averaged nearly \u003c/span>\u003ca href=\"https://www.12onyourside.com/2023/11/22/rps-seeing-increased-attendance-engagement-among-students-this-year/\">\u003cspan style=\"font-weight: 400\">40% – an all time high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using the Dual Capacity-Building Framework for guidance, Harris prioritized learning more about the district’s local history, building relationships with families based on mutual trust, and tracking metrics, such as home visits and phone calls. Harris said that when she moved from viewing “engagement as an add-on to something that was deeply rooted in teaching and learning” it led to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class\">\u003cspan style=\"font-weight: 400\">better attendance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at most Richmond Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">The basic elements of this framework can be a roadmap for schools to improve family engagement and achieve goals. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Honor history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Dual Capacity-Building Framework \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/the-challenge\">\u003cspan style=\"font-weight: 400\">identifies obstacles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that get in the way of authentic family engagement, including educators’ deficit mindsets and families’ negative past experiences with schools. Harris, originally from Boston, Massachusetts, saw these challenges playing out in her district. To address them, she spent time learning local history so she could better understand the community beyond its negative narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris learned about \u003c/span>\u003ca href=\"https://venturerichmond.com/live-downtown/historic-neighborhoods/jackson-ward/\">\u003cspan style=\"font-weight: 400\">Jackson Ward\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a thriving Black neighborhood known as the “Harlem of the South.” This community was home to \u003c/span>\u003ca href=\"https://www.womenshistory.org/education-resources/biographies/maggie-lena-walker\">\u003cspan style=\"font-weight: 400\">Maggie Walker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first Black female president to charter a bank. While Harris started with the “beauty and brilliance” of the people in Richmond, she also recognized the historical harms done to those communities. For example, a highway was built through Jackson Ward that broke up its thriving middle class Black community. She noted that the people affected are grandparents of the students currently in school and that it makes sense that families have lingering distrust in institutions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning local history isn’t about fixing past wrongs, Harris said. It’s about honoring history and acknowledging harm, which builds “community credibility” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">lays the groundwork for families to begin to trust schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"HARGSE4I2016-V000600\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GAeovqwgfZ8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>Prioritize relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practices that are \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/essential-conditions\">\u003cspan style=\"font-weight: 400\">culturally responsive, collaborative and built on mutual trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to strengthening family engagement, according to Mapp. Harris put this into practice by assigning family liaison staff members to become “experts” in the district’s neighborhoods. “Communities already have very intricate systems of communication,” Harris said, but schools aren’t always tapped into them. By leveraging existing community assets, Harris and her colleagues adopted a strength-based perspective in their engagement efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris hired family liaisons, she considered what structural barriers might prevent her from hiring people from the communities they would be serving. She found that the qualifications required for the roles, such as having a bachelor’s degree, were restrictive and deterred the candidates she wanted from applying. She revised the application so that it invited applicants to talk about their relationships and connections within the community. Additionally, she extended the position from an eight-month term to a year-round role. “The summer is pivotal, and I’m going to pay you for it,” Harris recalled saying. “You have to value the position.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the family liaisons in place and trust built in the community, families felt more comfortable sharing their challenges. Harris discovered that thousands of parents were living in motels. While the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2018/12/ehcy_profile.pdf\">Mckinney-Vento Act\u003c/a> is in place to support families experiencing homelessness, families living in motels were exempt from these services. Harris secured a grant to provide direct financial assistance to those parents. To date Harris and staff at Richmond Public Schools have helped to secure housing for 130 families. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quantify outreach and tell the story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Harris, measuring the district’s engagement was critical to track progress and make necessary adjustments. She designed an engagement dashboard to monitor key metrics, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\">\u003cspan style=\"font-weight: 400\">home visits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and successful phone calls. The dashboard also allowed staff to record important notes about who they reached and whether the phone call was productive or not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were able to see these causal connections,” Harris explained. For example, 52% of students at Fairfield Court Elementary School were chronically absent in the years following the pandemic. After home visits, that number went down to 9%. According to Harris, increased learning time from students actually showing up to school is a powerful result of strong family engagement. \u003c/span>\u003cspan style=\"font-weight: 400\">“Over the past two years, we’ve increased almost 90,000 academic hours,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond Public Schools’ story illustrates how the Dual Capacity-Building Framework helped one school district, but its application can and should vary according to community needs, according to Mapp. “You have to be intentional,” she said. “Family engagement is a strategy, not a goal.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Karen Mapp's Dual Capacity-Building Framework can help schools build trust with families, foster collaboration and drive student success.","status":"publish","parent":0,"modified":1721654321,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1032},"headData":{"title":"How to Strengthen School-Family Partnerships With Proven Strategies | KQED","description":"Karen Mapp's Dual Capacity-Building Framework can help schools build trust with families, foster collaboration and drive student success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Karen Mapp's Dual Capacity-Building Framework can help schools build trust with families, foster collaboration and drive student success.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Strengthen School-Family Partnerships With Proven Strategies","datePublished":"2024-07-22T03:00:46-07:00","dateModified":"2024-07-22T06:18:41-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprStoryId":"kqed-64226","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64226/how-to-strengthen-school-family-partnerships-with-proven-strategies","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“How many of you have been teachers?” \u003c/span>\u003ca href=\"https://pll.harvard.edu/instructor/karen-l-mapp\">\u003cspan style=\"font-weight: 400\">Karen Mapp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked an audience at the \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3\">\u003cspan style=\"font-weight: 400\">2024 National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly every hand went into the air. But then came her next question: “How many of you in your pre-service training to be a teacher or an educator had a full course on family engagement?” Only one hand went up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most educators do not have models for what good family engagement looks like, said Mapp, director of the Education Policy and Management master’s program at Harvard Graduate School of Education. She defines family engagement as a \u003c/span>\u003ca href=\"https://portal.ct.gov/-/media/sde/publications/fe_definition_and_guiding_principles_handout.pdf\">\u003cspan style=\"font-weight: 400\">full and equal partnership between schools, communities and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Research shows that family engagement \u003c/span>\u003ca href=\"https://education.jhu.edu/news/study-shows-home-visits-improved-school-attendance/\">\u003cspan style=\"font-weight: 400\">benefits not only students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but also \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/case-strong-family-and-community-engagement-schools\">\u003cspan style=\"font-weight: 400\">teachers and families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “When we engage with each other, our deficit-based mindsets about each other disappear,” Mapp said. Most schools think that they are engaging families when they are just involving them, but Mapp said that involvement only requires one-way communication. “Your families are your students’ first teachers. We need to treat them with that respect,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mapp developed the \u003c/span>\u003ca href=\"http://www.dualcapacity.org\">\u003cspan style=\"font-weight: 400\">Dual Capacity-Building Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which outlines how to support family engagement strategies, policies and programs, including building trust, being culturally responsive and fostering collaboration. At the community schools conference, \u003c/span>\u003ca href=\"https://www.rvaschools.net/leadership/leadership-team\">\u003cspan style=\"font-weight: 400\">Shadae Harris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Chief Engagement Officer at Richmond Public Schools, shared how she successfully used this framework \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">\u003cspan style=\"font-weight: 400\">to improve family engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around student attendance. After the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> rates in Richmond averaged nearly \u003c/span>\u003ca href=\"https://www.12onyourside.com/2023/11/22/rps-seeing-increased-attendance-engagement-among-students-this-year/\">\u003cspan style=\"font-weight: 400\">40% – an all time high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using the Dual Capacity-Building Framework for guidance, Harris prioritized learning more about the district’s local history, building relationships with families based on mutual trust, and tracking metrics, such as home visits and phone calls. Harris said that when she moved from viewing “engagement as an add-on to something that was deeply rooted in teaching and learning” it led to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class\">\u003cspan style=\"font-weight: 400\">better attendance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at most Richmond Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">The basic elements of this framework can be a roadmap for schools to improve family engagement and achieve goals. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Honor history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Dual Capacity-Building Framework \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/the-challenge\">\u003cspan style=\"font-weight: 400\">identifies obstacles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that get in the way of authentic family engagement, including educators’ deficit mindsets and families’ negative past experiences with schools. Harris, originally from Boston, Massachusetts, saw these challenges playing out in her district. To address them, she spent time learning local history so she could better understand the community beyond its negative narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris learned about \u003c/span>\u003ca href=\"https://venturerichmond.com/live-downtown/historic-neighborhoods/jackson-ward/\">\u003cspan style=\"font-weight: 400\">Jackson Ward\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a thriving Black neighborhood known as the “Harlem of the South.” This community was home to \u003c/span>\u003ca href=\"https://www.womenshistory.org/education-resources/biographies/maggie-lena-walker\">\u003cspan style=\"font-weight: 400\">Maggie Walker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first Black female president to charter a bank. While Harris started with the “beauty and brilliance” of the people in Richmond, she also recognized the historical harms done to those communities. For example, a highway was built through Jackson Ward that broke up its thriving middle class Black community. She noted that the people affected are grandparents of the students currently in school and that it makes sense that families have lingering distrust in institutions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning local history isn’t about fixing past wrongs, Harris said. It’s about honoring history and acknowledging harm, which builds “community credibility” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">lays the groundwork for families to begin to trust schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"HARGSE4I2016-V000600\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GAeovqwgfZ8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>Prioritize relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practices that are \u003c/span>\u003ca href=\"https://www.dualcapacity.org/framework-in-depth/essential-conditions\">\u003cspan style=\"font-weight: 400\">culturally responsive, collaborative and built on mutual trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to strengthening family engagement, according to Mapp. Harris put this into practice by assigning family liaison staff members to become “experts” in the district’s neighborhoods. “Communities already have very intricate systems of communication,” Harris said, but schools aren’t always tapped into them. By leveraging existing community assets, Harris and her colleagues adopted a strength-based perspective in their engagement efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris hired family liaisons, she considered what structural barriers might prevent her from hiring people from the communities they would be serving. She found that the qualifications required for the roles, such as having a bachelor’s degree, were restrictive and deterred the candidates she wanted from applying. She revised the application so that it invited applicants to talk about their relationships and connections within the community. Additionally, she extended the position from an eight-month term to a year-round role. “The summer is pivotal, and I’m going to pay you for it,” Harris recalled saying. “You have to value the position.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the family liaisons in place and trust built in the community, families felt more comfortable sharing their challenges. Harris discovered that thousands of parents were living in motels. While the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2018/12/ehcy_profile.pdf\">Mckinney-Vento Act\u003c/a> is in place to support families experiencing homelessness, families living in motels were exempt from these services. Harris secured a grant to provide direct financial assistance to those parents. To date Harris and staff at Richmond Public Schools have helped to secure housing for 130 families. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quantify outreach and tell the story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Harris, measuring the district’s engagement was critical to track progress and make necessary adjustments. She designed an engagement dashboard to monitor key metrics, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51967/can-inviting-teachers-over-to-your-home-improve-how-kids-learn\">\u003cspan style=\"font-weight: 400\">home visits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and successful phone calls. The dashboard also allowed staff to record important notes about who they reached and whether the phone call was productive or not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were able to see these causal connections,” Harris explained. For example, 52% of students at Fairfield Court Elementary School were chronically absent in the years following the pandemic. After home visits, that number went down to 9%. According to Harris, increased learning time from students actually showing up to school is a powerful result of strong family engagement. \u003c/span>\u003cspan style=\"font-weight: 400\">“Over the past two years, we’ve increased almost 90,000 academic hours,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond Public Schools’ story illustrates how the Dual Capacity-Building Framework helped one school district, but its application can and should vary according to community needs, according to Mapp. “You have to be intentional,” she said. “Family engagement is a strategy, not a goal.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64226/how-to-strengthen-school-family-partnerships-with-proven-strategies","authors":["11721"],"categories":["mindshift_194","mindshift_21579"],"tags":["mindshift_21146","mindshift_21707","mindshift_21230","mindshift_21213","mindshift_21030"],"featImg":"mindshift_64235","label":"mindshift"},"mindshift_64293":{"type":"posts","id":"mindshift_64293","meta":{"index":"posts_1716263798","site":"mindshift","id":"64293","score":null,"sort":[1721342330000]},"guestAuthors":[],"slug":"35000-more-public-servants-see-their-student-loan-balances-reduced-or-erased","title":"35,000 More Public Servants See Their Student Loan Balances Reduced or Erased","publishDate":1721342330,"format":"standard","headTitle":"35,000 More Public Servants See Their Student Loan Balances Reduced or Erased | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Thousands more public servants will soon see their student loan balances reduced or erased, the Biden administration announced on Thursday. The relief is part of the administration’s efforts to overhaul the nation’s Public Service Loan Forgiveness program (PSLF).\u003c/p>\n\u003cp>“This is relief that will bring real change in [borrowers’] lives, and marks another win for this Administration’s relentless and unapologetic work to fix a broken student loan system,” said U.S. Education Secretary Miguel Cardona in a statement.\u003c/p>\n\u003cp>The Biden administration approved roughly $1.2 billion in student loan relief for about 35,000 borrowers who work in public service, including as firefighters, social workers and teachers. Under PSLF, borrowers in qualifying lines of work can have their remaining balances forgiven on eligible loans after making 120 monthly payments.\u003c/p>\n\u003cp>As of Thursday’s announcement, the Biden administration had discharged $69.2 billion in debt through PSLF for over 900,000 borrowers.\u003c/p>\n\u003cp>The administration \u003ca href=\"https://www.npr.org/2022/10/26/1131461940/student-loan-forgiveness-pslf\">overhauled the PSLF program\u003c/a> in 2022. Prior to Biden’s presidency, only 7,000 people had received debt relief under PSLF.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PSLF is \u003ca href=\"https://www.kqed.org/mindshift/64077/3-things-you-need-to-know-about-student-loans-this-summer\">one of many avenues\u003c/a> the administration has pursued in its efforts to provide student loan borrowers with debt relief. Those larger efforts have drawn \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">criticism\u003c/a> from \u003ca href=\"https://www.npr.org/2023/12/21/1218890183/student-loan-forgiveness-isnt-dead-yet-and-other-takeaways-from-2023\">Republicans\u003c/a> for executive overreach and placing an unfair burden on taxpayers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n","blocks":[],"excerpt":"The Biden administration announced $1.2 billion in student loan forgiveness for borrowers who work in public service, including teachers.","status":"publish","parent":0,"modified":1721659878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":236},"headData":{"title":"35,000 More Public Servants See Their Student Loan Balances Reduced or Erased | KQED","description":"The Biden administration announced $1.2 billion in student loan forgiveness for borrowers who work in public service, including teachers.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64294","twTitle":"","twDescription":"","twImgId":"mindshift_64294","socialDescription":"The Biden administration announced $1.2 billion in student loan forgiveness for borrowers who work in public service, including teachers.","schema":{"@context":"http://schema.org","@type":"Article","headline":"35,000 More Public Servants See Their Student Loan Balances Reduced or Erased","datePublished":"2024-07-18T15:38:50-07:00","dateModified":"2024-07-22T07:51:18-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Sequoia Carrillo","nprStoryId":"nx-s1-5044536","nprHtmlLink":"https://www.npr.org/2024/07/18/nx-s1-5044536/public-service-student-loan-forgiveness","nprRetrievedStory":"1","nprPubDate":"2024-07-18T14:44:37.412-04:00","nprStoryDate":"2024-07-18T14:44:37.412-04:00","nprLastModifiedDate":"2024-07-18T15:04:04.51-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64293/35000-more-public-servants-see-their-student-loan-balances-reduced-or-erased","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands more public servants will soon see their student loan balances reduced or erased, the Biden administration announced on Thursday. The relief is part of the administration’s efforts to overhaul the nation’s Public Service Loan Forgiveness program (PSLF).\u003c/p>\n\u003cp>“This is relief that will bring real change in [borrowers’] lives, and marks another win for this Administration’s relentless and unapologetic work to fix a broken student loan system,” said U.S. Education Secretary Miguel Cardona in a statement.\u003c/p>\n\u003cp>The Biden administration approved roughly $1.2 billion in student loan relief for about 35,000 borrowers who work in public service, including as firefighters, social workers and teachers. Under PSLF, borrowers in qualifying lines of work can have their remaining balances forgiven on eligible loans after making 120 monthly payments.\u003c/p>\n\u003cp>As of Thursday’s announcement, the Biden administration had discharged $69.2 billion in debt through PSLF for over 900,000 borrowers.\u003c/p>\n\u003cp>The administration \u003ca href=\"https://www.npr.org/2022/10/26/1131461940/student-loan-forgiveness-pslf\">overhauled the PSLF program\u003c/a> in 2022. Prior to Biden’s presidency, only 7,000 people had received debt relief under PSLF.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PSLF is \u003ca href=\"https://www.kqed.org/mindshift/64077/3-things-you-need-to-know-about-student-loans-this-summer\">one of many avenues\u003c/a> the administration has pursued in its efforts to provide student loan borrowers with debt relief. Those larger efforts have drawn \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">criticism\u003c/a> from \u003ca href=\"https://www.npr.org/2023/12/21/1218890183/student-loan-forgiveness-isnt-dead-yet-and-other-takeaways-from-2023\">Republicans\u003c/a> for executive overreach and placing an unfair burden on taxpayers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64293/35000-more-public-servants-see-their-student-loan-balances-reduced-or-erased","authors":["byline_mindshift_64293"],"categories":["mindshift_21694"],"featImg":"mindshift_64294","label":"mindshift"},"mindshift_64209":{"type":"posts","id":"mindshift_64209","meta":{"index":"posts_1716263798","site":"mindshift","id":"64209","score":null,"sort":[1721210419000]},"guestAuthors":[],"slug":"6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms","title":"6 Strategies for Addressing Hate Speech and Microaggressions in Classrooms","publishDate":1721210419,"format":"standard","headTitle":"6 Strategies for Addressing Hate Speech and Microaggressions in Classrooms | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/equity-now-287755\">Equity Now: Justice, Repair, and Belonging in Schools\u003c/a> by Tyrone C. Howard. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/lowdown/30343/heres-the-deal-with-free-speech-and-hate-speech-on-campus\">Hate speech\u003c/a> is often deliberate and meant to be hurtful, while microaggressions are often more common, subtle everyday slights directed at someone’s identity. Microaggressions can be intentional or unintentional, and often perpetrators are unaware of the injury that they may have caused. Hate speech, on the other hand, is usually intentional and a direct attack on some aspect of a person’s individual or group identity. Both are problematic at schools and happen far too often, especially to minoritized students. Educators can and must play a role to stop hate speech in schools. Here are some steps that can be taken to address racism and hate speech in schools and classrooms:\u003c/p>\n\u003ch2>1. Address the issue (do not ignore it!)\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64211 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover.jpg\" alt=\"\" width=\"141\" height=\"202\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover.jpg 392w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover-160x229.jpg 160w\" sizes=\"(max-width: 141px) 100vw, 141px\">Far too often, when teachers hear hate speech, there is a tendency to ignore it because \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">they are not sure how to address it\u003c/a>. Teachers might think, “I am not sure what to say” or “How should I address a racially insensitive word?” or “It wasn’t my issue.” Whenever hearing hate speech, teachers and leaders should immediately speak out against it, tell students that such talk and actions will not be tolerated, and be firm in such a stance. Silence on these matters is complicity, does not protect students and only gives license for more hateful language to be used in the classroom or schoolyard.\u003c/p>\n\u003ch2>2. Research the topic or the offensive language\u003c/h2>\n\u003cp>When caught off guard with hate language, use it as a teachable moment, for yourself and for your students. But always keep in mind that we cannot teach what we do not know. If we do not know the history of hateful language used to demean different racial/ethnic groups, women, LGBTQ+ members, people of particular religious backgrounds or people who are born in another country, then we need to learn. It is incumbent for \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">teachers to educate themselves\u003c/a> and study about topics, issues and language that are divisive or hateful. Then share with students about the way hateful language has led to many people dying in our country and beyond.\u003c/p>\n\u003ch2>3. Increase your own racial literacy\u003c/h2>\n\u003cp>Demographers state that in the year 2042, our nation will be predominantly comprised of non-white people. Our country’s racial, ethnic and linguistic demography is changing rapidly. Thus, teachers need to increase their racial literacy to \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">better understand, connect with and teach today’s learners\u003c/a>. Race-based hate crimes remain the number-one type of hate crime in the United States. Hate is learned, and all adults must speak out about it. Approximately 80% of our teaching population is white, and over half of our student population is non-white. All teachers must work to increase their racial literacy. Ignorance and indifference fuel hate. Much of the hate speech in schools today is focused on racial hatred or discrimination. Increase your literacy to inform your students.\u003c/p>\n\u003ch2>4. Examine content in the curriculum\u003c/h2>\n\u003cp>Frequently, school \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">content and curriculum\u003c/a> can have language, examples or images that implicitly or explicitly convey hateful messages. Teachers must be diligent in examining anything that could be controversial in textbooks, literature or videos shared in the classroom. Such content should be excluded from what students are being taught, but \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">skilled teachers may choose to have educative discussions\u003c/a> about why certain language is used in content and why it should be removed.\u003c/p>\n\u003ch2>5. Generate discussion in your class around hate language\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">No matter the grade level\u003c/a> or subject matter, teachers need to \u003ca href=\"https://www.kqed.org/mindshift/58551/a-framework-for-conversations-about-race-in-schools\">have conversations\u003c/a> early and often about the zero tolerance for hate speech in their classrooms and across the school. \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">Introduce concepts and lessons about the history\u003c/a> of certain words and how they were used to dehumanize people. I recall a middle school teacher I worked with in Ohio who was masterful in teaching a lesson about the death of Matthew Shepard and how hate, ignorance and violence toward members of the LGBTQ+ community were at the root of his tragic death. The discussion the lesson generated was powerful, insightful and emotional. Students talked about how they did not realize that phrases such as “that’s so gay” contribute to the mistreatment of people and learned not only that they need to stop using such language but also how they can speak up and be upstanders when they hear friends and peers using such language.\u003c/p>\n\u003ch2>6. Bring in guest speakers\u003c/h2>\n\u003cp>One of the more powerful approaches that teachers can take to help students learn about diversity is to \u003ca href=\"https://www.kqed.org/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning\">hear firsthand from people from different groups\u003c/a> who can talk about cultural practices, lived experiences or \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">historical events\u003c/a> that are age appropriate and tied to particular subject matter. Ask colleagues or parents/caregivers about who might be ideal speakers to talk to your students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://x.com/TyroneCHoward\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64212 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Howard-headshot.jpg\" alt=\"\" width=\"150\" height=\"171\">Tyrone C. Howard\u003c/a> is the Pritzker Family Endowed Chair in the School of Education and Information Studies at UCLA. Howard is the co-director of the UCLA Pritzker Center for Strengthening Families and Children. He also is the co-director of the UCLA Center for the Transformation of Schools. Howard has published over 100 scholarly journal articles, book chapters, policy briefs and technical reports. He is the author of six books. Howard is the president and a fellow of the American Educational Research Association. In 2021 Howard was elected as a member of the National Academy of Education. Howard is considered one of the nation’s foremost thinkers on issues tied to racial inequality in education.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When educators tackle hate speech and microaggressions head on, they create a safer learning environment for all.","status":"publish","parent":0,"modified":1720806794,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":944},"headData":{"title":"6 Strategies for Addressing Hate Speech and Microaggressions in Classrooms | KQED","description":"When educators tackle hate speech and microaggressions head on, they create a safer learning environment for all.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64214","twTitle":"","twDescription":"","twImgId":"mindshift_64214","socialDescription":"When educators tackle hate speech and microaggressions head on, they create a safer learning environment for all.","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Strategies for Addressing Hate Speech and Microaggressions in Classrooms","datePublished":"2024-07-17T03:00:19-07:00","dateModified":"2024-07-12T10:53:14-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/equity-now-287755\">Equity Now: Justice, Repair, and Belonging in Schools\u003c/a> by Tyrone C. Howard. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/lowdown/30343/heres-the-deal-with-free-speech-and-hate-speech-on-campus\">Hate speech\u003c/a> is often deliberate and meant to be hurtful, while microaggressions are often more common, subtle everyday slights directed at someone’s identity. Microaggressions can be intentional or unintentional, and often perpetrators are unaware of the injury that they may have caused. Hate speech, on the other hand, is usually intentional and a direct attack on some aspect of a person’s individual or group identity. Both are problematic at schools and happen far too often, especially to minoritized students. Educators can and must play a role to stop hate speech in schools. Here are some steps that can be taken to address racism and hate speech in schools and classrooms:\u003c/p>\n\u003ch2>1. Address the issue (do not ignore it!)\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64211 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover.jpg\" alt=\"\" width=\"141\" height=\"202\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover.jpg 392w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Equity-Now-cover-160x229.jpg 160w\" sizes=\"(max-width: 141px) 100vw, 141px\">Far too often, when teachers hear hate speech, there is a tendency to ignore it because \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">they are not sure how to address it\u003c/a>. Teachers might think, “I am not sure what to say” or “How should I address a racially insensitive word?” or “It wasn’t my issue.” Whenever hearing hate speech, teachers and leaders should immediately speak out against it, tell students that such talk and actions will not be tolerated, and be firm in such a stance. Silence on these matters is complicity, does not protect students and only gives license for more hateful language to be used in the classroom or schoolyard.\u003c/p>\n\u003ch2>2. Research the topic or the offensive language\u003c/h2>\n\u003cp>When caught off guard with hate language, use it as a teachable moment, for yourself and for your students. But always keep in mind that we cannot teach what we do not know. If we do not know the history of hateful language used to demean different racial/ethnic groups, women, LGBTQ+ members, people of particular religious backgrounds or people who are born in another country, then we need to learn. It is incumbent for \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">teachers to educate themselves\u003c/a> and study about topics, issues and language that are divisive or hateful. Then share with students about the way hateful language has led to many people dying in our country and beyond.\u003c/p>\n\u003ch2>3. Increase your own racial literacy\u003c/h2>\n\u003cp>Demographers state that in the year 2042, our nation will be predominantly comprised of non-white people. Our country’s racial, ethnic and linguistic demography is changing rapidly. Thus, teachers need to increase their racial literacy to \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">better understand, connect with and teach today’s learners\u003c/a>. Race-based hate crimes remain the number-one type of hate crime in the United States. Hate is learned, and all adults must speak out about it. Approximately 80% of our teaching population is white, and over half of our student population is non-white. All teachers must work to increase their racial literacy. Ignorance and indifference fuel hate. Much of the hate speech in schools today is focused on racial hatred or discrimination. Increase your literacy to inform your students.\u003c/p>\n\u003ch2>4. Examine content in the curriculum\u003c/h2>\n\u003cp>Frequently, school \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">content and curriculum\u003c/a> can have language, examples or images that implicitly or explicitly convey hateful messages. Teachers must be diligent in examining anything that could be controversial in textbooks, literature or videos shared in the classroom. Such content should be excluded from what students are being taught, but \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">skilled teachers may choose to have educative discussions\u003c/a> about why certain language is used in content and why it should be removed.\u003c/p>\n\u003ch2>5. Generate discussion in your class around hate language\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">No matter the grade level\u003c/a> or subject matter, teachers need to \u003ca href=\"https://www.kqed.org/mindshift/58551/a-framework-for-conversations-about-race-in-schools\">have conversations\u003c/a> early and often about the zero tolerance for hate speech in their classrooms and across the school. \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">Introduce concepts and lessons about the history\u003c/a> of certain words and how they were used to dehumanize people. I recall a middle school teacher I worked with in Ohio who was masterful in teaching a lesson about the death of Matthew Shepard and how hate, ignorance and violence toward members of the LGBTQ+ community were at the root of his tragic death. The discussion the lesson generated was powerful, insightful and emotional. Students talked about how they did not realize that phrases such as “that’s so gay” contribute to the mistreatment of people and learned not only that they need to stop using such language but also how they can speak up and be upstanders when they hear friends and peers using such language.\u003c/p>\n\u003ch2>6. Bring in guest speakers\u003c/h2>\n\u003cp>One of the more powerful approaches that teachers can take to help students learn about diversity is to \u003ca href=\"https://www.kqed.org/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning\">hear firsthand from people from different groups\u003c/a> who can talk about cultural practices, lived experiences or \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">historical events\u003c/a> that are age appropriate and tied to particular subject matter. Ask colleagues or parents/caregivers about who might be ideal speakers to talk to your students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://x.com/TyroneCHoward\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64212 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/Howard-headshot.jpg\" alt=\"\" width=\"150\" height=\"171\">Tyrone C. Howard\u003c/a> is the Pritzker Family Endowed Chair in the School of Education and Information Studies at UCLA. Howard is the co-director of the UCLA Pritzker Center for Strengthening Families and Children. He also is the co-director of the UCLA Center for the Transformation of Schools. Howard has published over 100 scholarly journal articles, book chapters, policy briefs and technical reports. He is the author of six books. Howard is the president and a fellow of the American Educational Research Association. In 2021 Howard was elected as a member of the National Academy of Education. Howard is considered one of the nation’s foremost thinkers on issues tied to racial inequality in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms","authors":["4354"],"categories":["mindshift_21491","mindshift_21579"],"tags":["mindshift_21322","mindshift_20794","mindshift_21339","mindshift_21284"],"featImg":"mindshift_64214","label":"mindshift"},"mindshift_64107":{"type":"posts","id":"mindshift_64107","meta":{"index":"posts_1716263798","site":"mindshift","id":"64107","score":null,"sort":[1721124037000]},"guestAuthors":[],"slug":"how-postcards-to-parents-can-help-schools-get-kids-back-to-class","title":"How Postcards to Parents Can Help Schools Get Kids Back to Class","publishDate":1721124037,"format":"audio","headTitle":"How Postcards to Parents Can Help Schools Get Kids Back to Class | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students didn’t come back to Maple Elementary after COVID-19 restrictions were lifted, Niki Espinoza, the school’s community school coordinator, noticed right away. “I live in the Shafter community, the community that I serve. I see these children out with their parents in the market, at recreational sports, games, at high school sports games and out at restaurants,” she said, emphasizing that the school community is small and close-knit. Situated in a rural district in California with nearly 300 students, Maple Elementary faced the concerning reality that nearly a third of their students were becoming chronically absent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">defined as students missing 10% or more of the school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, has long been a concern for educators, but the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says\">\u003cspan style=\"font-weight: 400\">challenges worsened during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stanford economist Tom Dee’s research revealed that chronic absenteeism rates across the country nearly \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.2312249121\">\u003cspan style=\"font-weight: 400\">doubled on average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “People just fell out of the habit of going to school, and the experience of remote instruction may have diminished the perceived value of in-person learning,” he said. “This underscores a widespread failure of students to \u003c/span>\u003ca href=\"https://kqed.org/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school\">\u003cspan style=\"font-weight: 400\">reintegrate into their academic routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they return to schools.” Other research on chronically absent students has shown that they are \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\">\u003cspan style=\"font-weight: 400\">less likely to graduate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\">\u003cspan style=\"font-weight: 400\">more likely to struggle academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Determined not to let students slip through the cracks, Espinoza began to seek solutions. She found a \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/reducing_student_absenteeism.pdf\">\u003cspan style=\"font-weight: 400\">study by Stanford education researcher Carly Robinson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that showed that sending mailers to parents about their child’s attendance could reduce absenteeism. Robinson acknowledged that it may seem like too simple of a solution to an issue that is affecting schools across the nation. “In many cases, schools are already communicating to parents in a variety of different ways,” she said, adding that the mailers helped parents better track missed days and understand the importance of regular attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing that it was a low-cost solution, Espinoza decided to try it out. “I jumped into Canva, and I created two postcards,” she said. One postcard said “We Miss You. We Want You to Come Back to School,” while the other one plainly stated how many days of school the child has missed. Espinoza’s experimentation revealed three insights that are pivotal in addressing absenteeism: Parents aren’t informed about the effect absences have on their child’s education, parents often don’t know how many days of school their child has missed, and schools must be prepared to address the root causes of absences.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64113\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64113\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School office secretary Patricia De Julian (left) and Elvia Morales work at the front desk at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Attendance in early grades matters\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may underestimate the impact of missing a day of school here or there. However, even sporadic absences can hurt learning. Contrary to common belief, chronic absenteeism is not exclusive to middle or high school students; it begins \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63995/kindergartners-are-missing-a-lot-of-school-this-district-has-a-fix\">\u003cspan style=\"font-weight: 400\">as early as kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The biggest predictor of whether a student is going to be chronically absent is their absences from the prior school year,” Robinson said. Absences during the early grades can create a pattern that continues throughout a student’s educational journey, with consequences such as \u003c/span>\u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">\u003cspan style=\"font-weight: 400\">failing to reach crucial third-grade reading benchmarks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is closely linked to future dropout rates.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Espinoza said students who missed school were missing out on other benefits, too. “When a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults,” she said. “The socialization part of school is very rewarding in a young person’s life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address parental misconceptions about attendance, Espinoza shared facts about attendance on Maple Elementary’s social media feeds in addition to sending out mailers. “I put the facts in black and white, and I started to educate my parents on why it matters,” she said. By sharing research on the importance of regular attendance, schools can help parents make sure their children consistently attend class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keeping track of absences is hard\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Robinson’s study, researchers used the mailers to provide \u003c/span>\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003cspan style=\"font-weight: 400\"> with accurate information on their child’s attendance record because parents typically \u003c/span>\u003ca href=\"https://www.attendanceworks.org/parents-really-feel-attendance/#:~:text=Parents%20often%20don't%20know%20how%20many%20days%20their%20children%20miss.&text=only%2030%20percent%20said%20their,what%20we%20consider%20chronic%20absence\">\u003cspan style=\"font-weight: 400\">struggle to keep track of their child’s school absences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Parents often underestimate their own child’s absences by about 50%. Let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school,” Robinson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Espinoza’s district, many parents were unaware of their child’s absenteeism or what constituted chronic absenteeism. “If I call a parent and say your child is chronically absent, they’re going to say, ‘I don’t know what that even means’,” she said. She realized that it was unfair to hold parents accountable for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">what they did not know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Espinoza used the mailers as a proactive means to kindly inform parents, often sending them in the family’s home language. Upon receiving the postcards, some parents reached out to her with surprise and embarrassment. “The postcards are not punitive. They’re not meant to shame. They’re there to say, ‘Hey, we love your kid. Attendance matters. We miss them’,” Espinoza said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students may need additional support\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the mailers, Espinoza saw the number of chronically absent students decrease significantly. She sent 70 postcards in her first batch – covering almost a third of students. The following term, she only needed to send out 20.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While mailers can alert parents to their child’s absences, it’s important to recognize the root causes of absenteeism, too. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/root-causes/\">\u003cspan style=\"font-weight: 400\">Homelessness, health problems and family responsibilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are among the most common reasons for student absenteeism. In many cases, it’s not enough to just tell parents how many days of school their child has missed. When absences continued after parents received mailers, Espinoza followed up with phone calls to parents and conversations with students to learn what was going on. “There were conversations of fear. There were conversations of ‘My child feels like they’re so behind, they don’t want to go back.’ And I had to address those,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Sarah Poettgen leads a reading session for two students at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maple Elementary’s community school model, which prioritizes social services in addition to academics, proved to be instrumental in addressing the factors contributing to student absenteeism. Once Espinoza identified the reasons for a student’s irregular attendance, she could collaborate with school staff to implement targeted interventions and support services. For example, when Ayden, an eighth grader, missed school after his grandfather died, the school provided referrals to mental health services to help him cope with his grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases students feel as if they have fallen behind and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">won’t be able to catch up again\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That was the case for Noel, a third grader who felt behind in his studies after missing several days of school when pandemic restrictions were lifted. Literacy and math coaches provided additional academic support during and after school to help him catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prioritizing collaboration with parents, proactive intervention and holistic support were essential in reducing absenteeism at Maple Elementary. Throughout her attendance campaign, Espinoza recognized a child’s reluctance to attend school \u003c/span>\u003ca href=\"https://childmind.org/article/when-kids-refuse-to-go-to-school/#:~:text=School%20refusal%20usually%20goes%20along,used%20to%20treat%20school%20refusal.\">\u003cspan style=\"font-weight: 400\">could signal deeper issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as anxiety, bullying or academic struggles. “Attendance, if monitored and watched, can help us help children in all other areas of their lives,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC4691385622&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember perfect attendance awards? They’re used to encourage students to come to school regularly, but there is a growing debate about whether they are outdated. Word on the street is that they basically award students for having good immune systems – or even worse – for coming to school sick! Also one study found that these kinds of incentives \u003c/span>\u003cspan style=\"font-weight: 400\">don’t actually work.\u003c/span>\u003cspan style=\"font-weight: 400\"> In the study, students who received perfect attendance awards essentially realized they were attending more school than their peers and then they felt like they could miss school going forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But the importance of attendance – whether it’s perfect or not – is crucial. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Today’s episode is all about chronic absenteeism. That’s when a child misses 10% or more of the school year. Typically that ends up being around 18 days.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has become a major concern across the country, especially after the pandemic when 93% of households had kids doing distance learning. \u003c/span>\u003cspan style=\"font-weight: 400\">The experience of being remote may have led kids to see less value in in-person schooling. There are several kids who miss so many days of school that they just stop attending.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki Espinoza, was determined to not let any of her students slip through the cracks. As Maple School District’s community school coordinator, it’s her job to communicate with parents and students and make sure the school district is meeting their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The school community community coordinator is so important because we are bridging that gap. We are standing in the middle of the gap and saying, no, we’re on your side. I’m not your child’s teacher. I’m your child’s advocate on this campus, and I’m your advocate. And I want them to love coming to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Maple is located in the Central Valley, an agricultural region in California. Many of the families who live there work on farms or in packing sheds. Niki lives there too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I see these children out with their parents in the market, at recreational sports, games, at high school sports games, um, out at restaurants. \u003c/span>\u003cspan style=\"font-weight: 400\">We’re not urban. We’re in the middle of an orchard. We only have one teacher per grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a TK-8th grade with about 300 students so pretty small.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So just a note here: It’s common for the word “district” to be used to describe a group of schools. But in Maple’s case things are far apart and it’s a rural area. So when we talk about Maple you might hear the word “district” or “school” and we’re talking about the same thing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Covid drove a wedge on a lot of school campuses across the nation, the parents versus the school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was easy for students to stay home when we started to roll back in, because there was a fear attached to COVID.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students at Maple found returning to school challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was kind of tricky coming back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Students like Dallas, an eighth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you have to interact with people and, and then also you’re like, learning online isn’t like learning in school. So whenever you went back to school, it was a way different, like, environment and everything.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel, a third grader, faced a similar situation. His parents were hesitant to send him back to school immediately after it reopened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I was one of the kids, like, took forever to get from, like, virtually to class to, like, here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When Niki noticed students’ attendance starting to lag, she started gathering all the information she could on chronic absenteeism. She did not like what she found.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The absenteeism was hurting our children.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki was not the only educator seeing attendance at her school plummet. Stanford economist Tom Dee has been doing research on the increase in chronic absenteeism across the country.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Literally every state for which we had data available – that was nearly all of them – saw substantial increases in chronic absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> According to Tom, states that kept schools closed for a long time during the 2020-21 school year tended to experience the highest rates of absenteeism later on.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Before the pandemic, that rate of chronic absenteeism was around 14% or so, 15%, and it nearly doubled in the 21-22 school year, which was the year when virtually all our kids returned to in-person instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In California, where Maple is, chronic absenteeism went from 12% before the pandemic to 30% in the years after. Even though we’re getting further away from the pandemic in terms of time, things have not improved for a lot of schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> For many schools, their capacity to address these issues is diminishing, because right now the federal financial support that was available to them during the pandemic is beginning to expire.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">I believe that children excel when they’re on a school campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s Niki again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Niki Espinoza: \u003c/b>I believe they excel academically, but also socially, emotionally and mentally. \u003c/span>\u003cspan style=\"font-weight: 400\">Because when a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults. And the social socialization part of school is very rewarding in a young person’s life and in a child’s life.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki recognized the need for intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If a child doesn’t want to come to school, that’s a red flag for me. Tell me why. Are you nervous? Is somebody hurting your feelings. Are you being bullied? Do you not understand the assignments and are you getting behind and are you scared? Is something happening at home? See if attendance is monitored and watched in Can help us help children in all other areas of their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Luckily, one research paper Niki found provided solutions that she could use immediately. We’ll get into her next steps after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In her quest to find solutions to chronic absenteeism, Niki Espinoza came across a study by a group of researchers, including Carly Robinson. Carly is currently a researcher at Stanford University’s Graduation School of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">In general, I focus on how we can use the various people in children’s lives to improve their outcomes. So, really, how does social support impact students success? Both in terms of their achievement, but also in terms of their well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The research revealed something that many parents might not be aware that consistent attendance in grades K-5 is extremely important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> When people think of a chronically absent student, they think of, you know, students skipping class often, students that are in middle and high school, but in reality, students start being chronically absent as early as kindergarten and we see that students who are absent more in these early grades tend to have much lower academic achievement in third, fourth, fifth grade and, and beyond. And so one really important point is that the biggest predictor of whether a students is going to be chronically absent is their absences from the prior school year. And so these absences just compound.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Something else Carly surfaced in her research is that when parents are asked how many days of school their child has missed, they are usually a little off. Actually they are kind of off by a lot.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">Parents often underestimate absences by about 50%. So, let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s not that the parents are being neglectful. It’s just really hard to keep track of numbers like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s often not presented to them by the school \u003c/span>\u003cspan style=\"font-weight: 400\">until they see it on report cards or at the end of the year. And so you’re not necessarily, you know, motivated to intervene if you don’t think there’s a problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In order to address the fact that parents might not know how much school their kid is missing,\u003c/span>\u003cspan style=\"font-weight: 400\"> Carly and the other researchers designed an intervention that would give parents information that was both timely and accurate.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> And so what we ended up doing was sending a series of mailers with information on how many days of school their child had missed to date, and also link absenteeism with sort of negative outcomes. So highlighting that absences actually can add up to have negative implications for your child’s learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s right. Snail mail turned out to be an effective intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> We did send them in the families home language. T\u003c/span>\u003cspan style=\"font-weight: 400\">he mailers tended to have a pretty consistent effect across different populations of students. T\u003c/span>\u003cspan style=\"font-weight: 400\">hey were quite responsive to when their parents received these mailers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki – the community school coordinator at Maple – read this study and felt energized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I created two postcards. One that says, “We’ve missed you. We want you back at school” and “Your child is actually missed 20 days.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Carly’s study proved accurate. Niki found that parents did not know how many days their kid was absent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If I called a parent, Nimah and said, “Do you know how many days your son has missed?” They will not know. So why are we as schools holding them to accountable, um, information that they don’t know. Why are we holding them accountable? That’s not fair.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They also didn’t know what those absences meant for their child. So she went all in on educating parents by taking her attendance campaign to social media.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I started to push out fliers through Instagram, Facebook, through our remind messaging app, that gets a text message to our parents. Nothing was on it but true attendance facts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">These facts were showing up once a week across all of Maple’s social feeds.\u003c/span> \u003cspan style=\"font-weight: 400\">Facts like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>C\u003cspan style=\"font-weight: 400\">hronic absenteeism is associated with lower academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>S\u003cspan style=\"font-weight: 400\">tudents who are chronically absent in early grades are less likely to reach important learning milestones.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Chronic absenteeism can be a better indicator of whether a student will drop out than test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The postcards are not punitive. They’re not to shame. They’re there to say, “Hey, we love your kid. Attendance matters. We miss them.” In fact it says, “We miss you student. Let me help you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki took a proactive approach by informing parents about their child’s absences before they reached chronic levels. She provided this information under the assumption that parents always want what is best for their child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The number of students who were chronically absent started to decrease almost immediately.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> We started seeing kids come back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Niki’s first batch of mailers she sent over 70 in 2021. That’s nearly a third of students. The following quarter she only needed to send 20.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But Maple’s success isn’t just about sending mailers. Niki and her team adopted a holistic approach by getting to the bottom of what is keeping kids from coming to school. Niki started with talking to parents.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Begin to call and say, “Hey, I miss so-and-so, you know? Or how are they feeling? Or are they coming back?” Are they nervous to come back?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">They were conversations of fear. They were conversations of my child feels like they’re so behind they don’t want to go back. And I had to address those. And I spoke to the teachers and I spoke to my admin, and I said, “Hey, we got to all be on the same page. We got to show these kids that we’re going to help you get caught up. We’re going to be there for you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember the third grader we heard from, Noel? When he returned to school, the thing that he was dreading the most was math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I didn’t know any multiplication at all. Division too. I didn’t know any division. \u003c/span>\u003cspan style=\"font-weight: 400\">I need to catch up on a bunch of stuff!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even though Noel was a bit overwhelmed coming back he felt really supported in getting back on track. Part of the reason for that is he received extra support. Students who need it are taken out of classes to get more focused help.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> If I needed help, they’d come help me, explained it to me and then gave me worksheets catch up on multiple occasions and I just do like extra multiplication to, like, catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel’s concerns were academic,\u003c/span>\u003cspan style=\"font-weight: 400\"> but the primary causes of chronic absenteeism are homelessness, health problems, and family responsibilities.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">In order take on these barriers, Maple uses the community school model.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That means bringing the services and resources families need onto the school campus. The wraparound services Maple has on campus include school psychologists, food pantries and housing services. Local organizations and businesses are a big part of how this small district is able to support students beyond academics. There is only one small hold up for this particular school district…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa: \u003c/b>\u003cspan style=\"font-weight: 400\">Our districts are separated by miles and miles of farmland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is Michael Figueroa. He grew up in the Central Valley and now he’s an education consultant that works with school districts in the region.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> There’s really very few nonprofits, if any, that support our specific region or area.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">So just by nature of where the kids live, they have less access to resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To address this, Michael helped Maple and 5 neighboring rural school districts band together to form a community school consortium. That way they can pool resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">For example the consortium collectively hired a social worker who serves multiple districts at once to save money. By doing this, the social worker gets a full-time salary, which is a good motivator for them. And since the districts in the consortium share the costs, they can afford to pay for a full-time social worker together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> By putting resources together, we’re just trying to get even a fraction of what schools 20 miles, 30 miles down the road just get without any supplemental funding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Being a small school in a rural area come with it’s challenges and opportunities. It sometimes hard to find the services they need, but their tight relationships with students ensure that they can identify students who needs the services it the most. For example, Ayden, an 8th grader who missed several days of school after a devastating loss.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> I missed like a whole week because my great grandpa passed away. This, I think it was like two months ago now. And I just really loved him, so I just, I felt like I didn’t want to go to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>W\u003cspan style=\"font-weight: 400\">e’re here to offer services. We’re here to offer referrals, to get help. We’re here to say we’re here for your family. And that’s really the heart of the matter. That’s how we started looking at it, is let us educate. Let us equip you. No judgments, zero judgments. Tell me what’s going on. Zero judgments. Let’s help your kid.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki’s snail mail campaign coupled with Maple’s community school model has not only reduced chronic absenteeism but it also addressed underlying issues affecting student attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The cherry on top is that Maple also does a great job of making coming to school really appealing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> A community school will not thrive if there isn’t engagement between the parents, guardians, caregivers, and the school. And that is why we work so hard with doing community engagement and having events on campus where we welcome the community on campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They purposefully build community beyond the classroom. Ayden told me that there are fun carnival-like events a few times a year that give students an opportunity to build connections with teachers and other kids who may not be in their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> You’re thinking about school, you’re thinking about staying in the classroom, not doing anything but Maple is a lot different because, like, it’s more outgoing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a very loving school. Like, you know, everyone here, especially me, I’m like friends with like, the littlest kids.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students have a positive touch point with a teacher or staff person every day because they are excitedly greeted by staff each morning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden\u003c/b>\u003cspan style=\"font-weight: 400\">: Maple is a school that you don’t want to miss out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This episode could not have been made with out Julie Boesch, Michael Figueroa, Niki Espinoza, Tom Dee, Carly Robinson, Bryan Easter, Patty De Julian, Nick Aguirre, Christian Brown and staff at Maple School District. Thank you to the students at Maple: Ayden, Nehemiah, Dallas, Noel and Teegan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you’re interested in hearing more about how the community school model supports students, listen to our episode titled “How Community Schools Can Support Teachers and Families.” It features a school that created a homeless shelter on their school grounds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ll have more community schools episodes coming down the pipeline.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng. Carlos Cabrera Lomeli provided additional reporting. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported in part by the generosity of the Stuart Foundation, William and Flora Hewlett Foundation. And members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","status":"publish","parent":0,"modified":1721078346,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":107,"wordCount":4555},"headData":{"title":"How Postcards to Parents Can Help Schools Get Kids Back to Class | KQED","description":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64112","twTitle":"","twDescription":"","twImgId":"mindshift_64112","socialDescription":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Postcards to Parents Can Help Schools Get Kids Back to Class","datePublished":"2024-07-16T03:00:37-07:00","dateModified":"2024-07-15T14:19:06-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC4691385622.mp3?updated=1721073445","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students didn’t come back to Maple Elementary after COVID-19 restrictions were lifted, Niki Espinoza, the school’s community school coordinator, noticed right away. “I live in the Shafter community, the community that I serve. I see these children out with their parents in the market, at recreational sports, games, at high school sports games and out at restaurants,” she said, emphasizing that the school community is small and close-knit. Situated in a rural district in California with nearly 300 students, Maple Elementary faced the concerning reality that nearly a third of their students were becoming chronically absent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">defined as students missing 10% or more of the school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, has long been a concern for educators, but the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says\">\u003cspan style=\"font-weight: 400\">challenges worsened during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stanford economist Tom Dee’s research revealed that chronic absenteeism rates across the country nearly \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.2312249121\">\u003cspan style=\"font-weight: 400\">doubled on average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “People just fell out of the habit of going to school, and the experience of remote instruction may have diminished the perceived value of in-person learning,” he said. “This underscores a widespread failure of students to \u003c/span>\u003ca href=\"https://kqed.org/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school\">\u003cspan style=\"font-weight: 400\">reintegrate into their academic routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they return to schools.” Other research on chronically absent students has shown that they are \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\">\u003cspan style=\"font-weight: 400\">less likely to graduate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\">\u003cspan style=\"font-weight: 400\">more likely to struggle academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Determined not to let students slip through the cracks, Espinoza began to seek solutions. She found a \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/reducing_student_absenteeism.pdf\">\u003cspan style=\"font-weight: 400\">study by Stanford education researcher Carly Robinson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that showed that sending mailers to parents about their child’s attendance could reduce absenteeism. Robinson acknowledged that it may seem like too simple of a solution to an issue that is affecting schools across the nation. “In many cases, schools are already communicating to parents in a variety of different ways,” she said, adding that the mailers helped parents better track missed days and understand the importance of regular attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing that it was a low-cost solution, Espinoza decided to try it out. “I jumped into Canva, and I created two postcards,” she said. One postcard said “We Miss You. We Want You to Come Back to School,” while the other one plainly stated how many days of school the child has missed. Espinoza’s experimentation revealed three insights that are pivotal in addressing absenteeism: Parents aren’t informed about the effect absences have on their child’s education, parents often don’t know how many days of school their child has missed, and schools must be prepared to address the root causes of absences.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64113\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64113\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School office secretary Patricia De Julian (left) and Elvia Morales work at the front desk at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Attendance in early grades matters\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may underestimate the impact of missing a day of school here or there. However, even sporadic absences can hurt learning. Contrary to common belief, chronic absenteeism is not exclusive to middle or high school students; it begins \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63995/kindergartners-are-missing-a-lot-of-school-this-district-has-a-fix\">\u003cspan style=\"font-weight: 400\">as early as kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The biggest predictor of whether a student is going to be chronically absent is their absences from the prior school year,” Robinson said. Absences during the early grades can create a pattern that continues throughout a student’s educational journey, with consequences such as \u003c/span>\u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">\u003cspan style=\"font-weight: 400\">failing to reach crucial third-grade reading benchmarks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is closely linked to future dropout rates.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Espinoza said students who missed school were missing out on other benefits, too. “When a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults,” she said. “The socialization part of school is very rewarding in a young person’s life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address parental misconceptions about attendance, Espinoza shared facts about attendance on Maple Elementary’s social media feeds in addition to sending out mailers. “I put the facts in black and white, and I started to educate my parents on why it matters,” she said. By sharing research on the importance of regular attendance, schools can help parents make sure their children consistently attend class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keeping track of absences is hard\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Robinson’s study, researchers used the mailers to provide \u003c/span>\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003cspan style=\"font-weight: 400\"> with accurate information on their child’s attendance record because parents typically \u003c/span>\u003ca href=\"https://www.attendanceworks.org/parents-really-feel-attendance/#:~:text=Parents%20often%20don't%20know%20how%20many%20days%20their%20children%20miss.&text=only%2030%20percent%20said%20their,what%20we%20consider%20chronic%20absence\">\u003cspan style=\"font-weight: 400\">struggle to keep track of their child’s school absences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Parents often underestimate their own child’s absences by about 50%. Let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school,” Robinson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Espinoza’s district, many parents were unaware of their child’s absenteeism or what constituted chronic absenteeism. “If I call a parent and say your child is chronically absent, they’re going to say, ‘I don’t know what that even means’,” she said. She realized that it was unfair to hold parents accountable for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">what they did not know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Espinoza used the mailers as a proactive means to kindly inform parents, often sending them in the family’s home language. Upon receiving the postcards, some parents reached out to her with surprise and embarrassment. “The postcards are not punitive. They’re not meant to shame. They’re there to say, ‘Hey, we love your kid. Attendance matters. We miss them’,” Espinoza said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students may need additional support\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the mailers, Espinoza saw the number of chronically absent students decrease significantly. She sent 70 postcards in her first batch – covering almost a third of students. The following term, she only needed to send out 20.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While mailers can alert parents to their child’s absences, it’s important to recognize the root causes of absenteeism, too. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/root-causes/\">\u003cspan style=\"font-weight: 400\">Homelessness, health problems and family responsibilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are among the most common reasons for student absenteeism. In many cases, it’s not enough to just tell parents how many days of school their child has missed. When absences continued after parents received mailers, Espinoza followed up with phone calls to parents and conversations with students to learn what was going on. “There were conversations of fear. There were conversations of ‘My child feels like they’re so behind, they don’t want to go back.’ And I had to address those,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Sarah Poettgen leads a reading session for two students at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maple Elementary’s community school model, which prioritizes social services in addition to academics, proved to be instrumental in addressing the factors contributing to student absenteeism. Once Espinoza identified the reasons for a student’s irregular attendance, she could collaborate with school staff to implement targeted interventions and support services. For example, when Ayden, an eighth grader, missed school after his grandfather died, the school provided referrals to mental health services to help him cope with his grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases students feel as if they have fallen behind and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">won’t be able to catch up again\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That was the case for Noel, a third grader who felt behind in his studies after missing several days of school when pandemic restrictions were lifted. Literacy and math coaches provided additional academic support during and after school to help him catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prioritizing collaboration with parents, proactive intervention and holistic support were essential in reducing absenteeism at Maple Elementary. Throughout her attendance campaign, Espinoza recognized a child’s reluctance to attend school \u003c/span>\u003ca href=\"https://childmind.org/article/when-kids-refuse-to-go-to-school/#:~:text=School%20refusal%20usually%20goes%20along,used%20to%20treat%20school%20refusal.\">\u003cspan style=\"font-weight: 400\">could signal deeper issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as anxiety, bullying or academic struggles. “Attendance, if monitored and watched, can help us help children in all other areas of their lives,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC4691385622&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember perfect attendance awards? They’re used to encourage students to come to school regularly, but there is a growing debate about whether they are outdated. Word on the street is that they basically award students for having good immune systems – or even worse – for coming to school sick! Also one study found that these kinds of incentives \u003c/span>\u003cspan style=\"font-weight: 400\">don’t actually work.\u003c/span>\u003cspan style=\"font-weight: 400\"> In the study, students who received perfect attendance awards essentially realized they were attending more school than their peers and then they felt like they could miss school going forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But the importance of attendance – whether it’s perfect or not – is crucial. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Today’s episode is all about chronic absenteeism. That’s when a child misses 10% or more of the school year. Typically that ends up being around 18 days.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has become a major concern across the country, especially after the pandemic when 93% of households had kids doing distance learning. \u003c/span>\u003cspan style=\"font-weight: 400\">The experience of being remote may have led kids to see less value in in-person schooling. There are several kids who miss so many days of school that they just stop attending.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki Espinoza, was determined to not let any of her students slip through the cracks. As Maple School District’s community school coordinator, it’s her job to communicate with parents and students and make sure the school district is meeting their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The school community community coordinator is so important because we are bridging that gap. We are standing in the middle of the gap and saying, no, we’re on your side. I’m not your child’s teacher. I’m your child’s advocate on this campus, and I’m your advocate. And I want them to love coming to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Maple is located in the Central Valley, an agricultural region in California. Many of the families who live there work on farms or in packing sheds. Niki lives there too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I see these children out with their parents in the market, at recreational sports, games, at high school sports games, um, out at restaurants. \u003c/span>\u003cspan style=\"font-weight: 400\">We’re not urban. We’re in the middle of an orchard. We only have one teacher per grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a TK-8th grade with about 300 students so pretty small.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So just a note here: It’s common for the word “district” to be used to describe a group of schools. But in Maple’s case things are far apart and it’s a rural area. So when we talk about Maple you might hear the word “district” or “school” and we’re talking about the same thing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Covid drove a wedge on a lot of school campuses across the nation, the parents versus the school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was easy for students to stay home when we started to roll back in, because there was a fear attached to COVID.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students at Maple found returning to school challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was kind of tricky coming back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Students like Dallas, an eighth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you have to interact with people and, and then also you’re like, learning online isn’t like learning in school. So whenever you went back to school, it was a way different, like, environment and everything.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel, a third grader, faced a similar situation. His parents were hesitant to send him back to school immediately after it reopened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I was one of the kids, like, took forever to get from, like, virtually to class to, like, here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When Niki noticed students’ attendance starting to lag, she started gathering all the information she could on chronic absenteeism. She did not like what she found.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The absenteeism was hurting our children.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki was not the only educator seeing attendance at her school plummet. Stanford economist Tom Dee has been doing research on the increase in chronic absenteeism across the country.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Literally every state for which we had data available – that was nearly all of them – saw substantial increases in chronic absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> According to Tom, states that kept schools closed for a long time during the 2020-21 school year tended to experience the highest rates of absenteeism later on.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Before the pandemic, that rate of chronic absenteeism was around 14% or so, 15%, and it nearly doubled in the 21-22 school year, which was the year when virtually all our kids returned to in-person instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In California, where Maple is, chronic absenteeism went from 12% before the pandemic to 30% in the years after. Even though we’re getting further away from the pandemic in terms of time, things have not improved for a lot of schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> For many schools, their capacity to address these issues is diminishing, because right now the federal financial support that was available to them during the pandemic is beginning to expire.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">I believe that children excel when they’re on a school campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s Niki again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Niki Espinoza: \u003c/b>I believe they excel academically, but also socially, emotionally and mentally. \u003c/span>\u003cspan style=\"font-weight: 400\">Because when a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults. And the social socialization part of school is very rewarding in a young person’s life and in a child’s life.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki recognized the need for intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If a child doesn’t want to come to school, that’s a red flag for me. Tell me why. Are you nervous? Is somebody hurting your feelings. Are you being bullied? Do you not understand the assignments and are you getting behind and are you scared? Is something happening at home? See if attendance is monitored and watched in Can help us help children in all other areas of their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Luckily, one research paper Niki found provided solutions that she could use immediately. We’ll get into her next steps after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In her quest to find solutions to chronic absenteeism, Niki Espinoza came across a study by a group of researchers, including Carly Robinson. Carly is currently a researcher at Stanford University’s Graduation School of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">In general, I focus on how we can use the various people in children’s lives to improve their outcomes. So, really, how does social support impact students success? Both in terms of their achievement, but also in terms of their well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The research revealed something that many parents might not be aware that consistent attendance in grades K-5 is extremely important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> When people think of a chronically absent student, they think of, you know, students skipping class often, students that are in middle and high school, but in reality, students start being chronically absent as early as kindergarten and we see that students who are absent more in these early grades tend to have much lower academic achievement in third, fourth, fifth grade and, and beyond. And so one really important point is that the biggest predictor of whether a students is going to be chronically absent is their absences from the prior school year. And so these absences just compound.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Something else Carly surfaced in her research is that when parents are asked how many days of school their child has missed, they are usually a little off. Actually they are kind of off by a lot.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">Parents often underestimate absences by about 50%. So, let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s not that the parents are being neglectful. It’s just really hard to keep track of numbers like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s often not presented to them by the school \u003c/span>\u003cspan style=\"font-weight: 400\">until they see it on report cards or at the end of the year. And so you’re not necessarily, you know, motivated to intervene if you don’t think there’s a problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In order to address the fact that parents might not know how much school their kid is missing,\u003c/span>\u003cspan style=\"font-weight: 400\"> Carly and the other researchers designed an intervention that would give parents information that was both timely and accurate.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> And so what we ended up doing was sending a series of mailers with information on how many days of school their child had missed to date, and also link absenteeism with sort of negative outcomes. So highlighting that absences actually can add up to have negative implications for your child’s learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s right. Snail mail turned out to be an effective intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> We did send them in the families home language. T\u003c/span>\u003cspan style=\"font-weight: 400\">he mailers tended to have a pretty consistent effect across different populations of students. T\u003c/span>\u003cspan style=\"font-weight: 400\">hey were quite responsive to when their parents received these mailers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki – the community school coordinator at Maple – read this study and felt energized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I created two postcards. One that says, “We’ve missed you. We want you back at school” and “Your child is actually missed 20 days.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Carly’s study proved accurate. Niki found that parents did not know how many days their kid was absent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If I called a parent, Nimah and said, “Do you know how many days your son has missed?” They will not know. So why are we as schools holding them to accountable, um, information that they don’t know. Why are we holding them accountable? That’s not fair.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They also didn’t know what those absences meant for their child. So she went all in on educating parents by taking her attendance campaign to social media.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I started to push out fliers through Instagram, Facebook, through our remind messaging app, that gets a text message to our parents. Nothing was on it but true attendance facts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">These facts were showing up once a week across all of Maple’s social feeds.\u003c/span> \u003cspan style=\"font-weight: 400\">Facts like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>C\u003cspan style=\"font-weight: 400\">hronic absenteeism is associated with lower academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>S\u003cspan style=\"font-weight: 400\">tudents who are chronically absent in early grades are less likely to reach important learning milestones.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Chronic absenteeism can be a better indicator of whether a student will drop out than test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The postcards are not punitive. They’re not to shame. They’re there to say, “Hey, we love your kid. Attendance matters. We miss them.” In fact it says, “We miss you student. Let me help you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki took a proactive approach by informing parents about their child’s absences before they reached chronic levels. She provided this information under the assumption that parents always want what is best for their child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The number of students who were chronically absent started to decrease almost immediately.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> We started seeing kids come back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Niki’s first batch of mailers she sent over 70 in 2021. That’s nearly a third of students. The following quarter she only needed to send 20.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But Maple’s success isn’t just about sending mailers. Niki and her team adopted a holistic approach by getting to the bottom of what is keeping kids from coming to school. Niki started with talking to parents.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Begin to call and say, “Hey, I miss so-and-so, you know? Or how are they feeling? Or are they coming back?” Are they nervous to come back?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">They were conversations of fear. They were conversations of my child feels like they’re so behind they don’t want to go back. And I had to address those. And I spoke to the teachers and I spoke to my admin, and I said, “Hey, we got to all be on the same page. We got to show these kids that we’re going to help you get caught up. We’re going to be there for you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember the third grader we heard from, Noel? When he returned to school, the thing that he was dreading the most was math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I didn’t know any multiplication at all. Division too. I didn’t know any division. \u003c/span>\u003cspan style=\"font-weight: 400\">I need to catch up on a bunch of stuff!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even though Noel was a bit overwhelmed coming back he felt really supported in getting back on track. Part of the reason for that is he received extra support. Students who need it are taken out of classes to get more focused help.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> If I needed help, they’d come help me, explained it to me and then gave me worksheets catch up on multiple occasions and I just do like extra multiplication to, like, catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel’s concerns were academic,\u003c/span>\u003cspan style=\"font-weight: 400\"> but the primary causes of chronic absenteeism are homelessness, health problems, and family responsibilities.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">In order take on these barriers, Maple uses the community school model.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That means bringing the services and resources families need onto the school campus. The wraparound services Maple has on campus include school psychologists, food pantries and housing services. Local organizations and businesses are a big part of how this small district is able to support students beyond academics. There is only one small hold up for this particular school district…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa: \u003c/b>\u003cspan style=\"font-weight: 400\">Our districts are separated by miles and miles of farmland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is Michael Figueroa. He grew up in the Central Valley and now he’s an education consultant that works with school districts in the region.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> There’s really very few nonprofits, if any, that support our specific region or area.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">So just by nature of where the kids live, they have less access to resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To address this, Michael helped Maple and 5 neighboring rural school districts band together to form a community school consortium. That way they can pool resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">For example the consortium collectively hired a social worker who serves multiple districts at once to save money. By doing this, the social worker gets a full-time salary, which is a good motivator for them. And since the districts in the consortium share the costs, they can afford to pay for a full-time social worker together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> By putting resources together, we’re just trying to get even a fraction of what schools 20 miles, 30 miles down the road just get without any supplemental funding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Being a small school in a rural area come with it’s challenges and opportunities. It sometimes hard to find the services they need, but their tight relationships with students ensure that they can identify students who needs the services it the most. For example, Ayden, an 8th grader who missed several days of school after a devastating loss.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> I missed like a whole week because my great grandpa passed away. This, I think it was like two months ago now. And I just really loved him, so I just, I felt like I didn’t want to go to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>W\u003cspan style=\"font-weight: 400\">e’re here to offer services. We’re here to offer referrals, to get help. We’re here to say we’re here for your family. And that’s really the heart of the matter. That’s how we started looking at it, is let us educate. Let us equip you. No judgments, zero judgments. Tell me what’s going on. Zero judgments. Let’s help your kid.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki’s snail mail campaign coupled with Maple’s community school model has not only reduced chronic absenteeism but it also addressed underlying issues affecting student attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The cherry on top is that Maple also does a great job of making coming to school really appealing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> A community school will not thrive if there isn’t engagement between the parents, guardians, caregivers, and the school. And that is why we work so hard with doing community engagement and having events on campus where we welcome the community on campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They purposefully build community beyond the classroom. Ayden told me that there are fun carnival-like events a few times a year that give students an opportunity to build connections with teachers and other kids who may not be in their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> You’re thinking about school, you’re thinking about staying in the classroom, not doing anything but Maple is a lot different because, like, it’s more outgoing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a very loving school. Like, you know, everyone here, especially me, I’m like friends with like, the littlest kids.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students have a positive touch point with a teacher or staff person every day because they are excitedly greeted by staff each morning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden\u003c/b>\u003cspan style=\"font-weight: 400\">: Maple is a school that you don’t want to miss out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This episode could not have been made with out Julie Boesch, Michael Figueroa, Niki Espinoza, Tom Dee, Carly Robinson, Bryan Easter, Patty De Julian, Nick Aguirre, Christian Brown and staff at Maple School District. Thank you to the students at Maple: Ayden, Nehemiah, Dallas, Noel and Teegan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you’re interested in hearing more about how the community school model supports students, listen to our episode titled “How Community Schools Can Support Teachers and Families.” It features a school that created a homeless shelter on their school grounds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ll have more community schools episodes coming down the pipeline.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng. Carlos Cabrera Lomeli provided additional reporting. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported in part by the generosity of the Stuart Foundation, William and Flora Hewlett Foundation. And members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class","authors":["11721"],"categories":["mindshift_21130","mindshift_21848","mindshift_21579"],"tags":["mindshift_21146","mindshift_21343","mindshift_21539","mindshift_20627","mindshift_21030"],"featImg":"mindshift_64112","label":"mindshift"},"mindshift_64197":{"type":"posts","id":"mindshift_64197","meta":{"index":"posts_1716263798","site":"mindshift","id":"64197","score":null,"sort":[1721037603000]},"guestAuthors":[],"slug":"new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","publishDate":1721037603,"format":"standard","headTitle":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","status":"publish","parent":0,"modified":1720561533,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1210},"headData":{"title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","description":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","datePublished":"2024-07-15T03:00:03-07:00","dateModified":"2024-07-09T14:45:33-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","authors":["byline_mindshift_64197"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21539","mindshift_731","mindshift_21413"],"featImg":"mindshift_64198","label":"mindshift"},"mindshift_64244":{"type":"posts","id":"mindshift_64244","meta":{"index":"posts_1716263798","site":"mindshift","id":"64244","score":null,"sort":[1720795928000]},"guestAuthors":[],"slug":"social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","title":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary","publishDate":1720795928,"format":"standard","headTitle":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"Tweens are now major consumers of skin care products, fueled by social media. But dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","status":"publish","parent":0,"modified":1721065651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1493},"headData":{"title":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary | KQED","description":"Dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","schema":{"@context":"http://schema.org","@type":"Article","headline":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary","datePublished":"2024-07-12T07:52:08-07:00","dateModified":"2024-07-15T10:47:31-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Maria Godoy","nprStoryId":"nx-s1-4990677","nprHtmlLink":"https://www.npr.org/sections/shots-health-news/2024/07/12/nx-s1-4990677/teens-skin-care-social-media-tweens-tiktok-influencers","nprRetrievedStory":"1","nprPubDate":"2024-07-12T05:00:38.022-04:00","nprStoryDate":"2024-07-12T05:00:38.022-04:00","nprLastModifiedDate":"2024-07-12T05:01:11.345-04:00","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/07/20240708_me_the_skin_care_craze_among_teen_and_tweens_has_dermatologists_wary.mp3?size=3218330&d=201103&e=nx-s1-4990677","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64244/social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/07/20240708_me_the_skin_care_craze_among_teen_and_tweens_has_dermatologists_wary.mp3?size=3218330&d=201103&e=nx-s1-4990677","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64244/social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","authors":["byline_mindshift_64244"],"categories":["mindshift_194","mindshift_21385","mindshift_20874"],"tags":["mindshift_21473","mindshift_20568","mindshift_290","mindshift_1038","mindshift_21680"],"featImg":"mindshift_64245","label":"mindshift"},"mindshift_64150":{"type":"posts","id":"mindshift_64150","meta":{"index":"posts_1716263798","site":"mindshift","id":"64150","score":null,"sort":[1720605600000]},"guestAuthors":[],"slug":"are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","title":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation","publishDate":1720605600,"format":"standard","headTitle":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/understanding-your-sensitive-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \u003c/span>\u003c/p>\n\u003cp>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","status":"publish","parent":0,"modified":1721818890,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1449},"headData":{"title":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED","description":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation","datePublished":"2024-07-10T03:00:00-07:00","dateModified":"2024-07-24T04:01:30-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","nprStoryId":"kqed-64150","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/understanding-your-sensitive-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \u003c/span>\u003c/p>\n\u003cp>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","authors":["byline_mindshift_64150"],"categories":["mindshift_21504","mindshift_21280"],"tags":["mindshift_20568","mindshift_21706","mindshift_290","mindshift_21703","mindshift_943"],"featImg":"mindshift_64156","label":"mindshift"},"mindshift_64182":{"type":"posts","id":"mindshift_64182","meta":{"index":"posts_1716263798","site":"mindshift","id":"64182","score":null,"sort":[1720452304000]},"guestAuthors":[],"slug":"college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","title":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It","publishDate":1720452304,"format":"standard","headTitle":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Walmart \u003ca href=\"https://corporate.walmart.com/news/2023/09/28/all-learning-counts-at-walmart-5-ways-we-re-investing-in-more-opportunities-to-grow\">stopped requiring college degrees\u003c/a> for most of its corporate jobs last year, the company confronted three deep truths about work and schooling:\u003c/p>\n\u003cp>A college diploma is only a proxy for what someone knows, and not always a perfect one. A degree’s high cost sidelines many people. For industries dominated by workers without degrees, cultivating future talent demands a different playbook.\u003c/p>\n\u003cp>Some of the nation’s largest employers, including Walmart and McDonald’s, are now broaching a new frontier in higher education: convincing colleges to give retail and fast-food workers credit for what they learn on the job, counting toward a degree.\u003c/p>\n\u003cp>Behind the scenes, executives often paint a grander transformation of hiring, a world where your resume will rely less on titles or diplomas and act more like a passport of skills you’ve proven you have.\u003c/p>\n\u003cp>For now, companies and educators are only starting to chip away at one of the first steps: figuring out how much college credit a work skill is worth.\u003c/p>\n\u003ch3>Getting credit for Walmart training\u003c/h3>\n\u003cp>Something unusual happened to Bonnie Boop one semester.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’d returned to college in her late 40s using Walmart’s \u003ca href=\"https://www.npr.org/2021/07/27/1021380394/walmart-offering-full-college-tuition-and-books-for-employees\">tuition-assistance program\u003c/a> after joining the company as a part-time stocker. In her younger years, she had gotten two associate degrees, so her children used to joke that she might as well say she’d gone to school for four years. But to her, it wasn’t the same.\u003c/p>\n\u003cp>“Bachelor’s degrees tend to open more doors,” Boop says. Plus, she says, she persisted for “the principle of it all.”\u003c/p>\n\u003cp>At Walmart, Boop stocked health and beauty aisles in the evenings after another day job. Later, she went full time and got promoted to supervise others. This required new training at “Walmart Academy”: brief, intensive courses on leadership, financial decision-making and workforce planning.\u003c/p>\n\u003cp>Then one day, looking at Boop’s upcoming business-operations class at Southern New Hampshire University, which Boop attended online from Alabama, her adviser found the record showing she’d already taken the course.\u003c/p>\n\u003cp>“But I didn’t,” Boop says. “And she said, ‘Yes, you got credit from Walmart Academy.’ And I said, what?”\u003c/p>\n\u003cp>Through corporate training and certificates that convert to college credit, Walmart Academy aims to get workers as far as halfway to a college degree, the organization’s chief told NPR. Boop had done several such programs, which let her bypass two college courses.\u003c/p>\n\u003cp>At her rate of study, “that would have been two semesters’ worth,” Boop says. “I was like, wow!”\u003c/p>\n\u003cp>Studying while also holding down a job meant staying up late after her shift that ended at 11 p.m. and keeping a meticulous schedule of big school projects to do on her days off. After 2 1/2 years of this, expedited by her associate degrees, Boop watched her photo slide across the screen at the virtual graduation in December.\u003c/p>\n\u003cp>Wearing her cap and gown, she posed for photos with her new diploma: Bachelor of Science in business administration, with a concentration in industrial organizational psychology. Today, Boop is her store’s “people lead” overseeing more than 200 workers.\u003c/p>\n\u003ch3>What’s in it for corporations?\u003c/h3>\n\u003cp>Many American universities have long offered credit for corporate training by companies like Google, IBM or Microsoft. For work in retail and fast food, the process is nascent.\u003c/p>\n\u003cp>McDonald’s is working with several community colleges to build a path for converting on-the-job skills, like safe food handling or customer service, into credit toward degrees in culinary arts, hospitality or insurance. Walmart has over a dozen short-form certificates and 25 training courses — in tech, leadership, digital operations — that translate to credit at partner universities. The car-service chain Jiffy Lube has its own college credit program, too.\u003c/p>\n\u003cp>“For adults who feel like they weren’t college material, what we are able to do is say, ‘You are. And you’re doing college-level work already,’” says Amber Garrison Duncan, who runs the nonprofit Competency-Based Education Network that connects employers and higher-education institutions.\u003c/p>\n\u003cp>Educators hope this brings more students into the fold — expanding access to education and allowing more people to achieve better-paying, more-secure careers with less debt and fewer years of juggling work and study.\u003c/p>\n\u003cp>For companies that offer tuition assistance to employees, the idea that work skills should count toward college credit makes financial sense: It means a student spends less time in school and doesn’t have to pay for classes that would teach them something they already know.\u003c/p>\n\u003cp>And paying for tuition can attract workers in a competitive labor market and keep them longer, slowing turnover, saving money on recruitment and training, and cultivating more loyalty to the employer.\u003c/p>\n\u003cp>McDonald’s and Amazon executives say this is exactly their motivation, noting that many people use their jobs as stepping stones to elsewhere. Walmart’s executives differ, saying that their goal is to build a pipeline of talent from the front lines to open positions within the company.\u003c/p>\n\u003ch3>The U.S. military paved the way, but it’s not the same\u003c/h3>\n\u003cp>Counting existing knowledge toward a degree is not a radical idea. Plenty of high school students get a head start on college with credit for AP, or “advanced placement,” classes. Many colleges also offer “credit for prior learning” that lets students skip foreign-language classes if they’re already fluent — or test out of courses through special exams or assessments.\u003c/p>\n\u003cp>The U.S. military took the idea further in recent decades. It worked with the American Council on Education to build a comprehensive database of how its jobs and training programs translate to college credit.\u003c/p>\n\u003cp>“There’s no rule about what colleges and universities have to accept,” says ACE’s Derrick Anderson. “But they can look at the person’s military record … and they figure out how much credit they want to award.”\u003c/p>\n\u003cp>This and other education support made the military “a powerful engine of socioeconomic mobility,” Anderson says. His group’s \u003ca href=\"https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Students.aspx\">database of recommended credit\u003c/a> now spans work experience beyond the military: government, nonprofits, apprenticeships.\u003c/p>\n\u003cp>“What I see working with employers, higher education and workforce organizations is a growing understanding that work and learning have been two silos in the past and can’t be two silos in the future,” says Haley Glover, director of Aspen Institute’s UpSkill America initiative.\u003c/p>\n\u003ch3>What about skills simply gained by working?\u003c/h3>\n\u003cp>For now, most of the college credit for work experience focuses on “prior learning” that’s taught in a classroom — standardized, structured and measurable enough to fit rigid criteria — such as training or certification programs.\u003c/p>\n\u003cp>Figuring out how to map on-the-job skills gained otherwise is the big leap.\u003c/p>\n\u003cp>“It’s a complex thing,” Glover says. “It requires an employer to be very rigorous about how they’re codifying and assessing, and that’s a capacity that a lot of employers don’t have. It also requires institutions of learning to be very open and progressive.”\u003c/p>\n\u003cp>Historically, some colleges have allowed students to present a portfolio, diligently documenting learnings on and off the job.\u003c/p>\n\u003cp>The McDonald’s pilot program is considering how this could work for restaurant employees. Some schools offer a separate course, for example, specifically for compiling a work-skills portfolio.\u003c/p>\n\u003cp>But expanding this system to the retail and food-service universe would require an army of academics willing to perform individual reviews. That’s a tremendous amount of time, and professors are often hesitant to commit — especially if it means they’d miss out on a potential student.\u003c/p>\n\u003cp>“This definitely is a process that disrupts what traditional higher ed is used to, in terms of seat time — credit for sitting in a class and doing assignments,” says Brianne McDonough at the workforce development nonprofit Jobs for the Future. “It’s a big change.”\u003c/p>\n\u003cp>Then, there are more basic challenges. Many workers simply don’t know about their employers’ education offers or struggle to navigate the application bureaucracies. They often receive little scheduling leeway to balance their working and studying hours.\u003c/p>\n\u003cp>“Shockingly tragic” was how Anderson described the small share of workers taking advantage of corporate college perks.\u003c/p>\n\u003cp>That’s partly why hiring and education officials talk about a \u003ca href=\"https://hbr.org/2023/03/the-new-collar-workforce\">“skills-first approach” to higher education\u003c/a> — a future of short-form certificates and credentials weighed on par with college degrees.\u003c/p>\n\u003cp>“This is a problem that a lot of companies are trying to solve for,” says Lorraine Stomski, who heads Walmart’s learning and leadership programs. “What are the rules of the future?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n","blocks":[],"excerpt":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","status":"publish","parent":0,"modified":1720452341,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1543},"headData":{"title":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It | KQED","description":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64183","twTitle":"","twDescription":"","twImgId":"mindshift_64183","socialDescription":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","schema":{"@context":"http://schema.org","@type":"Article","headline":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It","datePublished":"2024-07-08T08:25:04-07:00","dateModified":"2024-07-08T08:25:41-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Alina Selyukh","nprStoryId":"nx-s1-4758144","nprHtmlLink":"https://www.npr.org/2024/07/08/nx-s1-4758144/walmart-mcdonalds-college-degree","nprRetrievedStory":"1","nprPubDate":"2024-07-08T05:00:00-04:00","nprStoryDate":"2024-07-08T05:00:00-04:00","nprLastModifiedDate":"2024-07-08T06:20:34.169-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64182/college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Walmart \u003ca href=\"https://corporate.walmart.com/news/2023/09/28/all-learning-counts-at-walmart-5-ways-we-re-investing-in-more-opportunities-to-grow\">stopped requiring college degrees\u003c/a> for most of its corporate jobs last year, the company confronted three deep truths about work and schooling:\u003c/p>\n\u003cp>A college diploma is only a proxy for what someone knows, and not always a perfect one. A degree’s high cost sidelines many people. For industries dominated by workers without degrees, cultivating future talent demands a different playbook.\u003c/p>\n\u003cp>Some of the nation’s largest employers, including Walmart and McDonald’s, are now broaching a new frontier in higher education: convincing colleges to give retail and fast-food workers credit for what they learn on the job, counting toward a degree.\u003c/p>\n\u003cp>Behind the scenes, executives often paint a grander transformation of hiring, a world where your resume will rely less on titles or diplomas and act more like a passport of skills you’ve proven you have.\u003c/p>\n\u003cp>For now, companies and educators are only starting to chip away at one of the first steps: figuring out how much college credit a work skill is worth.\u003c/p>\n\u003ch3>Getting credit for Walmart training\u003c/h3>\n\u003cp>Something unusual happened to Bonnie Boop one semester.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’d returned to college in her late 40s using Walmart’s \u003ca href=\"https://www.npr.org/2021/07/27/1021380394/walmart-offering-full-college-tuition-and-books-for-employees\">tuition-assistance program\u003c/a> after joining the company as a part-time stocker. In her younger years, she had gotten two associate degrees, so her children used to joke that she might as well say she’d gone to school for four years. But to her, it wasn’t the same.\u003c/p>\n\u003cp>“Bachelor’s degrees tend to open more doors,” Boop says. Plus, she says, she persisted for “the principle of it all.”\u003c/p>\n\u003cp>At Walmart, Boop stocked health and beauty aisles in the evenings after another day job. Later, she went full time and got promoted to supervise others. This required new training at “Walmart Academy”: brief, intensive courses on leadership, financial decision-making and workforce planning.\u003c/p>\n\u003cp>Then one day, looking at Boop’s upcoming business-operations class at Southern New Hampshire University, which Boop attended online from Alabama, her adviser found the record showing she’d already taken the course.\u003c/p>\n\u003cp>“But I didn’t,” Boop says. “And she said, ‘Yes, you got credit from Walmart Academy.’ And I said, what?”\u003c/p>\n\u003cp>Through corporate training and certificates that convert to college credit, Walmart Academy aims to get workers as far as halfway to a college degree, the organization’s chief told NPR. Boop had done several such programs, which let her bypass two college courses.\u003c/p>\n\u003cp>At her rate of study, “that would have been two semesters’ worth,” Boop says. “I was like, wow!”\u003c/p>\n\u003cp>Studying while also holding down a job meant staying up late after her shift that ended at 11 p.m. and keeping a meticulous schedule of big school projects to do on her days off. After 2 1/2 years of this, expedited by her associate degrees, Boop watched her photo slide across the screen at the virtual graduation in December.\u003c/p>\n\u003cp>Wearing her cap and gown, she posed for photos with her new diploma: Bachelor of Science in business administration, with a concentration in industrial organizational psychology. Today, Boop is her store’s “people lead” overseeing more than 200 workers.\u003c/p>\n\u003ch3>What’s in it for corporations?\u003c/h3>\n\u003cp>Many American universities have long offered credit for corporate training by companies like Google, IBM or Microsoft. For work in retail and fast food, the process is nascent.\u003c/p>\n\u003cp>McDonald’s is working with several community colleges to build a path for converting on-the-job skills, like safe food handling or customer service, into credit toward degrees in culinary arts, hospitality or insurance. Walmart has over a dozen short-form certificates and 25 training courses — in tech, leadership, digital operations — that translate to credit at partner universities. The car-service chain Jiffy Lube has its own college credit program, too.\u003c/p>\n\u003cp>“For adults who feel like they weren’t college material, what we are able to do is say, ‘You are. And you’re doing college-level work already,’” says Amber Garrison Duncan, who runs the nonprofit Competency-Based Education Network that connects employers and higher-education institutions.\u003c/p>\n\u003cp>Educators hope this brings more students into the fold — expanding access to education and allowing more people to achieve better-paying, more-secure careers with less debt and fewer years of juggling work and study.\u003c/p>\n\u003cp>For companies that offer tuition assistance to employees, the idea that work skills should count toward college credit makes financial sense: It means a student spends less time in school and doesn’t have to pay for classes that would teach them something they already know.\u003c/p>\n\u003cp>And paying for tuition can attract workers in a competitive labor market and keep them longer, slowing turnover, saving money on recruitment and training, and cultivating more loyalty to the employer.\u003c/p>\n\u003cp>McDonald’s and Amazon executives say this is exactly their motivation, noting that many people use their jobs as stepping stones to elsewhere. Walmart’s executives differ, saying that their goal is to build a pipeline of talent from the front lines to open positions within the company.\u003c/p>\n\u003ch3>The U.S. military paved the way, but it’s not the same\u003c/h3>\n\u003cp>Counting existing knowledge toward a degree is not a radical idea. Plenty of high school students get a head start on college with credit for AP, or “advanced placement,” classes. Many colleges also offer “credit for prior learning” that lets students skip foreign-language classes if they’re already fluent — or test out of courses through special exams or assessments.\u003c/p>\n\u003cp>The U.S. military took the idea further in recent decades. It worked with the American Council on Education to build a comprehensive database of how its jobs and training programs translate to college credit.\u003c/p>\n\u003cp>“There’s no rule about what colleges and universities have to accept,” says ACE’s Derrick Anderson. “But they can look at the person’s military record … and they figure out how much credit they want to award.”\u003c/p>\n\u003cp>This and other education support made the military “a powerful engine of socioeconomic mobility,” Anderson says. His group’s \u003ca href=\"https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Students.aspx\">database of recommended credit\u003c/a> now spans work experience beyond the military: government, nonprofits, apprenticeships.\u003c/p>\n\u003cp>“What I see working with employers, higher education and workforce organizations is a growing understanding that work and learning have been two silos in the past and can’t be two silos in the future,” says Haley Glover, director of Aspen Institute’s UpSkill America initiative.\u003c/p>\n\u003ch3>What about skills simply gained by working?\u003c/h3>\n\u003cp>For now, most of the college credit for work experience focuses on “prior learning” that’s taught in a classroom — standardized, structured and measurable enough to fit rigid criteria — such as training or certification programs.\u003c/p>\n\u003cp>Figuring out how to map on-the-job skills gained otherwise is the big leap.\u003c/p>\n\u003cp>“It’s a complex thing,” Glover says. “It requires an employer to be very rigorous about how they’re codifying and assessing, and that’s a capacity that a lot of employers don’t have. It also requires institutions of learning to be very open and progressive.”\u003c/p>\n\u003cp>Historically, some colleges have allowed students to present a portfolio, diligently documenting learnings on and off the job.\u003c/p>\n\u003cp>The McDonald’s pilot program is considering how this could work for restaurant employees. Some schools offer a separate course, for example, specifically for compiling a work-skills portfolio.\u003c/p>\n\u003cp>But expanding this system to the retail and food-service universe would require an army of academics willing to perform individual reviews. That’s a tremendous amount of time, and professors are often hesitant to commit — especially if it means they’d miss out on a potential student.\u003c/p>\n\u003cp>“This definitely is a process that disrupts what traditional higher ed is used to, in terms of seat time — credit for sitting in a class and doing assignments,” says Brianne McDonough at the workforce development nonprofit Jobs for the Future. “It’s a big change.”\u003c/p>\n\u003cp>Then, there are more basic challenges. Many workers simply don’t know about their employers’ education offers or struggle to navigate the application bureaucracies. They often receive little scheduling leeway to balance their working and studying hours.\u003c/p>\n\u003cp>“Shockingly tragic” was how Anderson described the small share of workers taking advantage of corporate college perks.\u003c/p>\n\u003cp>That’s partly why hiring and education officials talk about a \u003ca href=\"https://hbr.org/2023/03/the-new-collar-workforce\">“skills-first approach” to higher education\u003c/a> — a future of short-form certificates and credentials weighed on par with college degrees.\u003c/p>\n\u003cp>“This is a problem that a lot of companies are trying to solve for,” says Lorraine Stomski, who heads Walmart’s learning and leadership programs. “What are the rules of the future?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64182/college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","authors":["byline_mindshift_64182"],"categories":["mindshift_21478","mindshift_21694"],"tags":["mindshift_21188","mindshift_21261"],"featImg":"mindshift_64183","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","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? 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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 />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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