Mental health tools that can help middle schoolers get a better perspective
'Curlfriends: New In Town' reminds us that there can be positives of middle school
So your tween wants a smartphone? Read this first
Student podcasters share the dark realities of middle school in America
More school districts are starting career education early, aiming to widen kids' horizons
Play is crucial for middle schoolers, too
Middle schoolers are social. What opportunity does that create for learning?
These middle school students have a warning about teens and social media
Making sense of the pandemic's effects on adolescents' minds
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Fagell\u003c/a>.” Copyright © 2023. Available from Hachette Go, an imprint of Hachette Book Group, Inc.\u003c/em>\u003c/p>\n\u003ch2>Challenge distorted thinking\u003c/h2>\n\u003cp>Tweens think they wouldn’t lie to themselves, but they do. They can catastrophize, think in all-or-nothing terms, jump to conclusions, overgeneralize, discount the positive, or blame themselves or others when something goes wrong, to name a few common thinking errors. For instance, if ten people tell a kid that they love their haircut, but one person says, “I see you got a haircut,” they might spend the rest of the day trying to decipher the one ambiguous comment. If a teacher changes a kid’s seat because they’re disruptive, the kid might conclude that the relationship is irreparably damaged. Or if they bomb a history test, they might think, “I suck at history and the teacher clearly hates me, so what’s the point?” That kind of defeatist, unproductive thinking serves only to worsen their suffering.\u003c/p>\n\u003cp>At the core of cognitive behavioral therapy (CBT) is the idea that how you think impacts how you feel and act. In other words, your thoughts determine your feelings and behavior. That’s why it’s so important to help your middle schooler learn to recognize when their thoughts are out of whack. If that kid who failed the history test adopted a more realistic stance, for instance, he might realize, “It’s not going to be fun to tell my parents that I failed, and I’m embarrassed and upset, but it’s literally a history test now. Next time, maybe I could ask the teacher for help or join a study group.”\u003c/p>\n\u003cp>As I tell kids, being ruthlessly self-critical is like bullying yourself. When I facilitate Worrybusters groups at school, I might ask students, “If I could listen in on what you tell yourself when you’re really beating yourself up, what would I hear?” After students share their self-critical thoughts with peers, they’re often surprised but relieved that others are equally hard on themselves. They also realize they’d never talk to a friend the way they talk to themselves, and they develop more self-compassion. (As another side benefit, the kids typically bend over backward to compliment one another.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62650\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-800x1200.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1020x1530.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-768x1152.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1024x1536.jpeg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1365x2048.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Once you bring your child’s thoughts to the surface, teach them how to talk back to their inner critic. If they’re telling themselves, “I’m not smart enough to be in the advanced math class” or “I want to go to the party, but I’ll be too awkward to talk to anyone,” ask them questions such as “How useful is it to get caught up thinking that way? What’s the best-case scenario? What’s the evidence that the worst will happen? What’s the evidence it won’t happen? What resources or help would you need to cope with the worst-case scenario? Have you ever been in a similar situation? How did you handle it? Have you seen anyone else experience something similar and come out OK? How did they deal with it?” You also can ask them how they’d reassure a friend who felt the same way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The goal is to help them recognize when they’re thinking in extremes and then challenge the thought. If they say they’re “a total failure,” for instance, point out that “I’m a failure” and “I’m a success” are not the only two options. Someone can “succeed” in one area and “fail” at something else. Or as I told a sixth-grade girl who was disgusted with herself for being a “crybaby,” there is an upside to every perceived weakness. For one, crying is an effective way to signal that you need support. It also might embolden others to admit they need help. To reinforce the idea that merely thinking something doesn’t make it true, have them preface a self-critical comment with sentence starters such as “I’m having the thought that” or “I’m noticing I’m having the thought that.” They also can try repeating the comment until it sounds like gobbledygook and loses all meaning. After all, they’re the one ascribing meaning to the words in the first place.\u003cbr>\n\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=KQINC1854595359&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I worked with a fifth-grade boy, Marcus, who was irritated because his classmate, Owen, was constantly poking him in the belly button and making comments about annoying things, like how he kicked a soccer ball or how high he raised his hand in class. Owen was instigating fights with most of the students in the grade, but Marcus felt personally targeted. To loosen his thinking, I asked him to come up with a few possible reasons that Owen might be acting like a jerk that had nothing to do with him. Marcus sat at the table in my office for a few minutes before jotting down the following: “1. Maybe I just don’t see Owen doing this stuff to other people. 2. Maybe he doesn’t realize it bothers me. 3. Maybe something else happened in his life that turned him into a butthead jerk.”\u003c/p>\n\u003cp>After I read Marcus’s list out loud, he said, “You know, I actually feel kind of bad for Owen. He’s annoying to everyone, and he could end up losing all his friends.” The exercise had elicited Marcus’s compassion, which in turn helped him react with more equanimity when Owen provoked him. And much to Marcus’s surprise, that made him a less appealing target.\u003c/p>\n\u003cfigure id=\"attachment_62651\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62651\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg\" alt=\"Woman with blonde hair and dark top\" width=\"250\" height=\"306\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg 2047w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-800x980.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1020x1249.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-160x196.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-768x941.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1254x1536.jpg 1254w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1672x2048.jpg 1672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1920x2351.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Phyllis Fagell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://phyllisfagell.com/\">Phyllis L. Fagell\u003c/a> is a licensed clinical professional counselor, a certified professional school counselor, and author of \u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a> and \u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">Middle School Superpowers\u003c/a>. She is a school counselor at Landon School in Washington, D.C. and provides therapy to children, teens, and families at The Chrysalis Group Inc. in Bethesda, Maryland. Phyllis also speaks and consults on issues relating to parenting, counseling, and education.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","status":"publish","parent":0,"modified":1708482269,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1085},"headData":{"title":"Mental health tools that can help middle schoolers get a better perspective | KQED","description":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Mental health tools that can help middle schoolers get a better perspective","datePublished":"2023-10-24T06:35:05.000Z","dateModified":"2024-02-21T02:24:29.000Z","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/KQINC1854595359.mp3?updated=1698107149","sticky":false,"WpOldSlug":"mental-health-tools-by-phyllis-fagell","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">MIDDLE SCHOOL SUPERPOWERS: Raising Resilient Tweens in Turbulent Times by Phyllis L. Fagell\u003c/a>.” Copyright © 2023. Available from Hachette Go, an imprint of Hachette Book Group, Inc.\u003c/em>\u003c/p>\n\u003ch2>Challenge distorted thinking\u003c/h2>\n\u003cp>Tweens think they wouldn’t lie to themselves, but they do. They can catastrophize, think in all-or-nothing terms, jump to conclusions, overgeneralize, discount the positive, or blame themselves or others when something goes wrong, to name a few common thinking errors. For instance, if ten people tell a kid that they love their haircut, but one person says, “I see you got a haircut,” they might spend the rest of the day trying to decipher the one ambiguous comment. If a teacher changes a kid’s seat because they’re disruptive, the kid might conclude that the relationship is irreparably damaged. Or if they bomb a history test, they might think, “I suck at history and the teacher clearly hates me, so what’s the point?” That kind of defeatist, unproductive thinking serves only to worsen their suffering.\u003c/p>\n\u003cp>At the core of cognitive behavioral therapy (CBT) is the idea that how you think impacts how you feel and act. In other words, your thoughts determine your feelings and behavior. That’s why it’s so important to help your middle schooler learn to recognize when their thoughts are out of whack. If that kid who failed the history test adopted a more realistic stance, for instance, he might realize, “It’s not going to be fun to tell my parents that I failed, and I’m embarrassed and upset, but it’s literally a history test now. Next time, maybe I could ask the teacher for help or join a study group.”\u003c/p>\n\u003cp>As I tell kids, being ruthlessly self-critical is like bullying yourself. When I facilitate Worrybusters groups at school, I might ask students, “If I could listen in on what you tell yourself when you’re really beating yourself up, what would I hear?” After students share their self-critical thoughts with peers, they’re often surprised but relieved that others are equally hard on themselves. They also realize they’d never talk to a friend the way they talk to themselves, and they develop more self-compassion. (As another side benefit, the kids typically bend over backward to compliment one another.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62650\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-800x1200.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1020x1530.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-768x1152.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1024x1536.jpeg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1365x2048.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Once you bring your child’s thoughts to the surface, teach them how to talk back to their inner critic. If they’re telling themselves, “I’m not smart enough to be in the advanced math class” or “I want to go to the party, but I’ll be too awkward to talk to anyone,” ask them questions such as “How useful is it to get caught up thinking that way? What’s the best-case scenario? What’s the evidence that the worst will happen? What’s the evidence it won’t happen? What resources or help would you need to cope with the worst-case scenario? Have you ever been in a similar situation? How did you handle it? Have you seen anyone else experience something similar and come out OK? How did they deal with it?” You also can ask them how they’d reassure a friend who felt the same way.\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>The goal is to help them recognize when they’re thinking in extremes and then challenge the thought. If they say they’re “a total failure,” for instance, point out that “I’m a failure” and “I’m a success” are not the only two options. Someone can “succeed” in one area and “fail” at something else. Or as I told a sixth-grade girl who was disgusted with herself for being a “crybaby,” there is an upside to every perceived weakness. For one, crying is an effective way to signal that you need support. It also might embolden others to admit they need help. To reinforce the idea that merely thinking something doesn’t make it true, have them preface a self-critical comment with sentence starters such as “I’m having the thought that” or “I’m noticing I’m having the thought that.” They also can try repeating the comment until it sounds like gobbledygook and loses all meaning. After all, they’re the one ascribing meaning to the words in the first place.\u003cbr>\n\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=KQINC1854595359&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I worked with a fifth-grade boy, Marcus, who was irritated because his classmate, Owen, was constantly poking him in the belly button and making comments about annoying things, like how he kicked a soccer ball or how high he raised his hand in class. Owen was instigating fights with most of the students in the grade, but Marcus felt personally targeted. To loosen his thinking, I asked him to come up with a few possible reasons that Owen might be acting like a jerk that had nothing to do with him. Marcus sat at the table in my office for a few minutes before jotting down the following: “1. Maybe I just don’t see Owen doing this stuff to other people. 2. Maybe he doesn’t realize it bothers me. 3. Maybe something else happened in his life that turned him into a butthead jerk.”\u003c/p>\n\u003cp>After I read Marcus’s list out loud, he said, “You know, I actually feel kind of bad for Owen. He’s annoying to everyone, and he could end up losing all his friends.” The exercise had elicited Marcus’s compassion, which in turn helped him react with more equanimity when Owen provoked him. And much to Marcus’s surprise, that made him a less appealing target.\u003c/p>\n\u003cfigure id=\"attachment_62651\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62651\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg\" alt=\"Woman with blonde hair and dark top\" width=\"250\" height=\"306\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg 2047w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-800x980.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1020x1249.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-160x196.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-768x941.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1254x1536.jpg 1254w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1672x2048.jpg 1672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1920x2351.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Phyllis Fagell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://phyllisfagell.com/\">Phyllis L. Fagell\u003c/a> is a licensed clinical professional counselor, a certified professional school counselor, and author of \u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a> and \u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">Middle School Superpowers\u003c/a>. She is a school counselor at Landon School in Washington, D.C. and provides therapy to children, teens, and families at The Chrysalis Group Inc. in Bethesda, Maryland. Phyllis also speaks and consults on issues relating to parenting, counseling, and education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell","authors":["4596"],"categories":["mindshift_21445","mindshift_21130"],"tags":["mindshift_21250","mindshift_21137","mindshift_21473","mindshift_20865","mindshift_145","mindshift_21244","mindshift_21680"],"featImg":"mindshift_62655","label":"mindshift"},"mindshift_62597":{"type":"posts","id":"mindshift_62597","meta":{"index":"posts_1591205157","site":"mindshift","id":"62597","score":null,"sort":[1697311842000]},"guestAuthors":[],"slug":"curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","publishDate":1697311842,"format":"standard","headTitle":"‘Curlfriends: New In Town’ reminds us that there can be positives of middle school | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities and excitements interwoven within the challenging years of early adolescence.","status":"publish","parent":0,"modified":1697486017,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":921},"headData":{"title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school | KQED","description":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","datePublished":"2023-10-14T19:30:42.000Z","dateModified":"2023-10-16T19:53:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Tahneer Oksman","nprImageAgency":"Little, Brown Ink ","nprStoryId":"1205699948","nprApiLink":"http://api.npr.org/query?id=1205699948&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/13/1205699948/book-review-curlfriends-new-in-town-by-sharee-miller?ft=nprml&f=1205699948","nprRetrievedStory":"1","nprPubDate":"Fri, 13 Oct 2023 11:49:00 -0400","nprStoryDate":"Fri, 13 Oct 2023 11:41:00 -0400","nprLastModifiedDate":"Fri, 13 Oct 2023 11:49:39 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\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>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","authors":["byline_mindshift_62597"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_20997","mindshift_21473","mindshift_21392","mindshift_145","mindshift_550"],"featImg":"mindshift_62599","label":"mindshift"},"mindshift_62004":{"type":"posts","id":"mindshift_62004","meta":{"index":"posts_1591205157","site":"mindshift","id":"62004","score":null,"sort":[1689282003000]},"guestAuthors":[],"slug":"so-your-tween-wants-a-smartphone-read-this-first","title":"So your tween wants a smartphone? Read this first","publishDate":1689282003,"format":"standard","headTitle":"So your tween wants a smartphone? Read this first | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","status":"publish","parent":0,"modified":1689282003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2147},"headData":{"title":"So your tween wants a smartphone? Read this first | KQED","description":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","schema":{"@context":"http://schema.org","@type":"Article","headline":"So your tween wants a smartphone? Read this first","datePublished":"2023-07-13T21:00:03.000Z","dateModified":"2023-07-13T21:00:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Elva Etienne","nprByline":"Michaeleen Doucleff","nprImageAgency":"Getty Images","nprStoryId":"1187130983","nprApiLink":"http://api.npr.org/query?id=1187130983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives?ft=nprml&f=1187130983","nprRetrievedStory":"1","nprPubDate":"Wed, 12 Jul 2023 19:02:00 -0400","nprStoryDate":"Wed, 12 Jul 2023 11:57:26 -0400","nprLastModifiedDate":"Wed, 12 Jul 2023 19:02:14 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","nprAudioM3u":"http://api.npr.org/m3u/11187354682-3a9793.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\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>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\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>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","authors":["byline_mindshift_62004"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_866","mindshift_822","mindshift_691","mindshift_21473","mindshift_145","mindshift_20568","mindshift_290","mindshift_20816","mindshift_393","mindshift_30","mindshift_21680"],"featImg":"mindshift_62005","label":"mindshift"},"mindshift_61868":{"type":"posts","id":"mindshift_61868","meta":{"index":"posts_1591205157","site":"mindshift","id":"61868","score":null,"sort":[1687357042000]},"guestAuthors":[],"slug":"student-podcasters-share-the-dark-realities-of-middle-school-in-america","title":"Student podcasters share the dark realities of middle school in America","publishDate":1687357042,"format":"standard","headTitle":"Student podcasters share the dark realities of middle school in America | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","status":"publish","parent":0,"modified":1687357208,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1040},"headData":{"title":"Student podcasters share the dark realities of middle school in America | KQED","description":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Student podcasters share the dark realities of middle school in America","datePublished":"2023-06-21T14:17:22.000Z","dateModified":"2023-06-21T14:20:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":" Sequoia Carrillo, Janet W. Lee","nprImageAgency":"Talia Herman for NPR","nprStoryId":"1182424027","nprApiLink":"http://api.npr.org/query?id=1182424027&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner?ft=nprml&f=1182424027","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Jun 2023 09:19:00 -0400","nprStoryDate":"Wed, 21 Jun 2023 05:22:00 -0400","nprLastModifiedDate":"Wed, 21 Jun 2023 05:22:08 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230621_me_student_podcasters_share_the_dark_realities_of_middle_school_in_america.mp3?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","nprAudioM3u":"http://api.npr.org/m3u/11183408503-8c696e.m3u?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230621_me_student_podcasters_share_the_dark_realities_of_middle_school_in_america.mp3?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\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>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america","authors":["byline_mindshift_61868"],"categories":["mindshift_20579","mindshift_195","mindshift_21604"],"tags":["mindshift_21473","mindshift_21682","mindshift_21681","mindshift_145","mindshift_74","mindshift_21467","mindshift_20624","mindshift_21531","mindshift_21680"],"featImg":"mindshift_61869","label":"mindshift"},"mindshift_60363":{"type":"posts","id":"mindshift_60363","meta":{"index":"posts_1591205157","site":"mindshift","id":"60363","score":null,"sort":[1669114810000]},"guestAuthors":[],"slug":"more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","title":"More school districts are starting career education early, aiming to widen kids' horizons","publishDate":1669114810,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">DALLAS — In Levar Dobbins’ eighth grade classroom, a dozen students were learning about workforce trends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think the future job market will look like?” Dobbins asked the class, at Piedmont GLOBAL Academy, a majority-Hispanic middle school in southeastern Dallas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A whole bunch of robots,” one boy suggested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“More social media platforms,” a girl said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dobbins then led his students in a discussion about how current events like the pandemic are shaping the nation’s workforce, and why Dallas’ economy is booming (a fact that surprised some students). \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jobs will continue to evolve,” Dobbins told them. “If you told someone a decade ago that you could have a career as a social media influencer, they wouldn’t have believed you.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60366\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-60366 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-scaled.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Levar Dobbins, a teacher at Piedmont GLOBAL Academy, shows off some student posters highlighting careers they’re interested in. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preparing students for a changing workforce is one of the goals behind a movement to get kids thinking about their career plans at a younger age. A growing number of states and school districts now require students to take career exploration classes in middle school. Others offer introductory courses in specific careers, like engineering or robotics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas Independent School District, the second-largest district in the nation’s second-largest state, has long offered career exploration courses to its seventh and eighth graders. But this year it expanded one of the classes, based on a curriculum from the nonprofit Education Opens Doors, to every middle school in the district. Brian Lusk, the district’s chief of strategic initiatives, said school leaders wanted to ensure that all students were prepared to make informed decisions about their paths in high school and beyond. “Equity is important to us,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates argue that exposing students to potential careers in middle school, rather than waiting until high school, gives them time to take the classes and extracurriculars that will get them to their goals — and the opportunity to change course while the stakes are still low.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are less stressed out in the middle grades,” said Stephanie Simpson, CEO of the Association for Middle Level Education, a nonprofit that supports middle school educators. “They can explore and take some risks, with fewer immediate consequences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Showing students a route to their dreams in early adolescence — a time when many begin to lose interest in school — can also boost middle schoolers’ motivation, advocates say. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the effort to push career exploration down into the middle grades faces several challenges, including a lack of funding, a shortage of school counselors and packed school schedules that leave little time for “extras” like career exploration. The work has also raised concerns about “tracking,” the now-discredited practice of steering certain students, particularly those who are low-income and Black or Hispanic, into vocational tracks that lead to low-wage jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of career exploration in middle school say they’re not out to narrow students’ options, but to broaden them. The aim is to introduce young people to careers they might not otherwise hear of, and arm them with the tools to pursue college, if they want to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not pushing them onto a path so much as giving them the ability to choose which path they go down,” said Roscoe Compton-Kelly, CEO of Education Opens Doors. A recent evaluation of its program found that students who participated were more likely to take the ACT and AP exams than their peers who did not. “We’re giving them the knowledge to make the decisions for themselves,” he added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Education Opens Doors began pitching its program to Texas schools a decade ago, the biggest question from school leaders was, “Is it too soon?” said Jeff McGuire, the group’s director of communications. Were early adolescents, with their raging hormones and still-developing frontal lobes, really ready to plan for a future that may feel light-years away? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nancy Deutsch, a University of Virginia professor who is leading an \u003c/span>\u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/youth-nex/remaking-middle-school\">\u003cspan style=\"font-weight: 400\">effort\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to remake middle schools, thinks they are. The early teen years may even be the ideal time to start, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Early adolescence is such a huge time for identity development, when young people are asking, ‘Who am I, and who do I want to be?’ “ said Deutsch, the director of Youth-Nex: The UVA Center to Promote Effective Youth Development. Career exploration capitalizes on this innate drive, encouraging students to try on possible future selves, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early teen years are also a stage when students are especially vulnerable to “identity foreclosure,” or the walling off of certain options, such as a STEM career, as not for them, Deutsch said. By catching students before they foreclose, schools may be able to convince more female students to consider computer science, for example.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are practical reasons to start sooner, too. With the growth of specialized high schools and the expansion of career-focused programs in comprehensive schools, students today are being asked as early as 13 or 14 to make decisions that could shape their future careers. In Dallas, eighth graders must choose one of five “\u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/38480\">\u003cspan style=\"font-weight: 400\">endorsements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” to focus on in high school — among them, STEM (science, technology, engineering and math); business and industry; and the arts and humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is far too late to begin this conversation with young people,” said Kyle Hartung, an associate vice president with Jobs for the Future, a nonprofit that offers a career exploration curriculum for schools and after-school programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students seem to agree. In a pair of \u003c/span>\u003ca href=\"https://file.asa.org/uploads/Middle-School-Career-Exploration-Grants-Outcomes-White-Paper-FINAL.pdf\">\u003cspan style=\"font-weight: 400\">recent surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by American Student Assistance, a nonprofit focused on career readiness, roughly two-thirds of high school graduates said they would have benefited from more career exploration in middle or high school, and 80 percent of high school guidance counselors said their students were “overwhelmed” by decisions about college and career. (American Student Assistance is one of the many funders of The Hechinger Report, which produced this story.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some states are getting the message. Indiana now requires all eighth graders to take a series of self-assessments through the state’s\u003c/span> \u003ca href=\"https://www.in.gov/doe/students/college-and-career-navigation/\">\u003cspan style=\"font-weight: 400\">online career explorer\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">or a similar web \u003c/span>\u003cspan style=\"font-weight: 400\"> tool\u003c/span>\u003cspan style=\"font-weight: 400\">. The results are shared with guidance counselors, who help students match their interests, strengths and values with one of three paths: employment, enrollment or enlistment. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-60368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas6-scaled-e1668811017161.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students in a seventh grade classroom at The Young Men’s Leadership Academy in Dallas research potential careers on the Bureau of Labor Statistics website. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaware, meanwhile, is in the process of writing standards for career and technical education in the middle grades, after finding that middle schoolers are often making uninformed decisions about which high school to attend. And Virginia has kids begin work on an “academic and career plan portfolio,” which includes information about their interests, values and skills, as early as elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education Opens Doors was created by Jayda Batchelder, an eighth grade science teacher who grew up not knowing much about the road to college herself. A first-generation student, she had landed at Tulane with a scholarship “by pure luck,” she recalled in an interview: The elite college’s recruiters wanted someone from South Dakota, and she fit the bill. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-year Teach for America corps member in Dallas, in the 2009-10 school year, Batchelder had been named a teacher of the year. Her students had shone on the state standardized test, and she “really felt I’d changed their trajectory,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she visited some of her former students the next fall, at a high school football game, she found many of them were making choices that could limit their futures. The brightest students were enrolling in the lowest-level courses, while students who had excelled in her science class weren’t taking STEM courses. It was, for Batchelder, a moment of epiphany.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re telling our kids they can be anything, do anything, but no one is teaching them how,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That weekend, in October 2010, she sent an e-mail to all the Teach for America members in Dallas with a proposal to create a “roadmap for success” for middle schoolers. Four teachers agreed to help. After two years of piloting the curricula in Dallas schools, Batchelder received a $5,000 prize for being named science teacher of the year and used the money to launch a nonprofit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the organization struggled to secure funding. Foundation leaders said they’d support the nonprofit if it focused on high school, and funders and some school leaders worried about the potential for tracking. Some teachers were skeptical, too, wondering, “How much work is this going to be for me on top of the work I already have?” McGuire said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Batchelder turned down the grants pegged to high school, and reassured skeptics that all students would be educated about all potential pathways to a career. If anything, the early curricula was probably biased in favor of a four-year education, Batchelder said: “We probably overcompensated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the years since, the program has undergone multiple revisions; its workbook has been fully digitized and made more engaging, with online games and quizzes. There’s less “sage on the stage” — teacher lecture — and more discussion and debate. And there’s more information about alternative pathways, including the military, apprenticeships and technical school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want kids who have goals other than a traditional college to feel like ‘this has nothing to do with me,’ ” said Kristen Pereira, the group’s senior curriculum specialist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent class at The Young Men’s Leadership Academy at Fred F. Florence Middle School in southeastern Dallas, Katherine Coney, a teacher, showed students a slide reminding them that “you don’t have to attend college to have a career.” Industry-based certification and licensure is another route, it read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want you to go to college, if that’s what you want, but you have other options,” Coney said. “What we don’t want is for you to work at Burger King for 30 years, trying to support your family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levar Dobbins, the Piedmont middle school teacher, said he learned about college by watching “A Different World,” a spinoff of ”The Cosby Show” that focused on the life of students at a fictional historically Black college. When he was growing up, “college was a big abstract thing — a pennant, or a football team,” said Dobbins, now 42. “A Different World” made it concrete, imaginable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While today’s students have access to much more information about college and careers via the Internet, many still have limited notions about what they can become, Dobbins said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To expand their horizons, Dobbins and other teachers have students research careers on the Bureau of Labor Statistics website — looking up information about job duties, education requirements, starting salaries and job outlook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also spend time conducting inventories of their own skills and strengths. In a recent seventh grade class at Eduardo Mata Montessori School, students wrote down three skills they would stress to an employer in a job interview. Daniel Gonzalez wrote that he is brave, creative and has a strong mindset. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daniel said he really wants to be a professional basketball player, but engineering is his back-up plan. “I’ll probably go to college, because after a while, I’ll be too old to play,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lusk said the district hasn’t gotten much pushback from teachers about the program, in part because it doesn’t add to their workload. When Dallas took the program districtwide, it made it a stand-alone course, and assigned teachers to teach it. “It’s their course,” he said. “It’s not an add-on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district paid for the program — which costs schools $50 to $100 per student, depending on the level of support teachers receive — using federal economic recovery dollars, and will cover the costs once those funds run out, Lusk said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other districts, though, a lack of funding and “initiative fatigue” have sometimes thwarted efforts to extend career exploration to the middle grades, said Simpson of the Association for Middle Level Education. “We’re asking so much of our educators, this feels like one more thing,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School counselors, who might also be tapped to teach the material, are similarly stretched, with the average public school counselor overseeing \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios\">\u003cspan style=\"font-weight: 400\">415 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, far more than the 250 maximum recommended by the American School Counselor Association. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, pressures to improve test scores have led some schools to spend more of the day on core academic subjects, and less on “specials,” like career exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All these factors have led Jean Eddy, the CEO of American Student Assistance, to conclude that while career exploration in the classroom works, it can’t be scaled nationally. The nonprofit, which has funded successful school-based programs in the past, is now shifting its resources to apps it has developed to help kids explore careers on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This generation wants agency — they want to be able to direct their own learning,” Eddy said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hartung, of Jobs for the Future, said efforts to educate students about their options won’t succeed without improvements in the school-to-workforce pipeline. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Right now, the systems are very siloed,” he said. “The Achilles’ heel of this work is that it’s early preparation for young people without a system to advance through.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, at least, the push to start career exploration sooner seems to be making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianca Escobar, a high school senior who took the Education Opens Doors course in middle school, said she still turns to her student guidebook when she’s feeling lost or scared about the future. She wants to study engineering in California, and recently returned from a road trip to the state, where she visited four colleges. Her favorite was the University of San Francisco. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel really confident in my choices and the things I need to do to prepare,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-path-to-a-career-could-start-in-middle-school/\" target=\"_blank\" rel=\"noopener noreferrer\">middle school career education\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"States and school districts want to prepare students for a changing workforce. Some now require middle schoolers to take career exploration classes.","status":"publish","parent":0,"modified":1669119029,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2553},"headData":{"title":"More school districts are starting career education early, aiming to widen kids' horizons - MindShift","description":"States and school districts want to prepare students for a changing workforce. Some now require middle schoolers to take career exploration classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More school districts are starting career education early, aiming to widen kids' horizons","datePublished":"2022-11-22T11:00:10.000Z","dateModified":"2022-11-22T12:10:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60363 https://ww2.kqed.org/mindshift/?p=60363","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/22/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons/","disqusTitle":"More school districts are starting career education early, aiming to widen kids' horizons","nprByline":"Kelly Field, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60363/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">DALLAS — In Levar Dobbins’ eighth grade classroom, a dozen students were learning about workforce trends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think the future job market will look like?” Dobbins asked the class, at Piedmont GLOBAL Academy, a majority-Hispanic middle school in southeastern Dallas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A whole bunch of robots,” one boy suggested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“More social media platforms,” a girl said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dobbins then led his students in a discussion about how current events like the pandemic are shaping the nation’s workforce, and why Dallas’ economy is booming (a fact that surprised some students). \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\">“Jobs will continue to evolve,” Dobbins told them. “If you told someone a decade ago that you could have a career as a social media influencer, they wouldn’t have believed you.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60366\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-60366 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-scaled.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Levar Dobbins, a teacher at Piedmont GLOBAL Academy, shows off some student posters highlighting careers they’re interested in. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preparing students for a changing workforce is one of the goals behind a movement to get kids thinking about their career plans at a younger age. A growing number of states and school districts now require students to take career exploration classes in middle school. Others offer introductory courses in specific careers, like engineering or robotics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas Independent School District, the second-largest district in the nation’s second-largest state, has long offered career exploration courses to its seventh and eighth graders. But this year it expanded one of the classes, based on a curriculum from the nonprofit Education Opens Doors, to every middle school in the district. Brian Lusk, the district’s chief of strategic initiatives, said school leaders wanted to ensure that all students were prepared to make informed decisions about their paths in high school and beyond. “Equity is important to us,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates argue that exposing students to potential careers in middle school, rather than waiting until high school, gives them time to take the classes and extracurriculars that will get them to their goals — and the opportunity to change course while the stakes are still low.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are less stressed out in the middle grades,” said Stephanie Simpson, CEO of the Association for Middle Level Education, a nonprofit that supports middle school educators. “They can explore and take some risks, with fewer immediate consequences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Showing students a route to their dreams in early adolescence — a time when many begin to lose interest in school — can also boost middle schoolers’ motivation, advocates say. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the effort to push career exploration down into the middle grades faces several challenges, including a lack of funding, a shortage of school counselors and packed school schedules that leave little time for “extras” like career exploration. The work has also raised concerns about “tracking,” the now-discredited practice of steering certain students, particularly those who are low-income and Black or Hispanic, into vocational tracks that lead to low-wage jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of career exploration in middle school say they’re not out to narrow students’ options, but to broaden them. The aim is to introduce young people to careers they might not otherwise hear of, and arm them with the tools to pursue college, if they want to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not pushing them onto a path so much as giving them the ability to choose which path they go down,” said Roscoe Compton-Kelly, CEO of Education Opens Doors. A recent evaluation of its program found that students who participated were more likely to take the ACT and AP exams than their peers who did not. “We’re giving them the knowledge to make the decisions for themselves,” he added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Education Opens Doors began pitching its program to Texas schools a decade ago, the biggest question from school leaders was, “Is it too soon?” said Jeff McGuire, the group’s director of communications. Were early adolescents, with their raging hormones and still-developing frontal lobes, really ready to plan for a future that may feel light-years away? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nancy Deutsch, a University of Virginia professor who is leading an \u003c/span>\u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/youth-nex/remaking-middle-school\">\u003cspan style=\"font-weight: 400\">effort\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to remake middle schools, thinks they are. The early teen years may even be the ideal time to start, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Early adolescence is such a huge time for identity development, when young people are asking, ‘Who am I, and who do I want to be?’ “ said Deutsch, the director of Youth-Nex: The UVA Center to Promote Effective Youth Development. Career exploration capitalizes on this innate drive, encouraging students to try on possible future selves, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early teen years are also a stage when students are especially vulnerable to “identity foreclosure,” or the walling off of certain options, such as a STEM career, as not for them, Deutsch said. By catching students before they foreclose, schools may be able to convince more female students to consider computer science, for example.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are practical reasons to start sooner, too. With the growth of specialized high schools and the expansion of career-focused programs in comprehensive schools, students today are being asked as early as 13 or 14 to make decisions that could shape their future careers. In Dallas, eighth graders must choose one of five “\u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/38480\">\u003cspan style=\"font-weight: 400\">endorsements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” to focus on in high school — among them, STEM (science, technology, engineering and math); business and industry; and the arts and humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is far too late to begin this conversation with young people,” said Kyle Hartung, an associate vice president with Jobs for the Future, a nonprofit that offers a career exploration curriculum for schools and after-school programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students seem to agree. In a pair of \u003c/span>\u003ca href=\"https://file.asa.org/uploads/Middle-School-Career-Exploration-Grants-Outcomes-White-Paper-FINAL.pdf\">\u003cspan style=\"font-weight: 400\">recent surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by American Student Assistance, a nonprofit focused on career readiness, roughly two-thirds of high school graduates said they would have benefited from more career exploration in middle or high school, and 80 percent of high school guidance counselors said their students were “overwhelmed” by decisions about college and career. (American Student Assistance is one of the many funders of The Hechinger Report, which produced this story.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some states are getting the message. Indiana now requires all eighth graders to take a series of self-assessments through the state’s\u003c/span> \u003ca href=\"https://www.in.gov/doe/students/college-and-career-navigation/\">\u003cspan style=\"font-weight: 400\">online career explorer\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">or a similar web \u003c/span>\u003cspan style=\"font-weight: 400\"> tool\u003c/span>\u003cspan style=\"font-weight: 400\">. The results are shared with guidance counselors, who help students match their interests, strengths and values with one of three paths: employment, enrollment or enlistment. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-60368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas6-scaled-e1668811017161.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students in a seventh grade classroom at The Young Men’s Leadership Academy in Dallas research potential careers on the Bureau of Labor Statistics website. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaware, meanwhile, is in the process of writing standards for career and technical education in the middle grades, after finding that middle schoolers are often making uninformed decisions about which high school to attend. And Virginia has kids begin work on an “academic and career plan portfolio,” which includes information about their interests, values and skills, as early as elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education Opens Doors was created by Jayda Batchelder, an eighth grade science teacher who grew up not knowing much about the road to college herself. A first-generation student, she had landed at Tulane with a scholarship “by pure luck,” she recalled in an interview: The elite college’s recruiters wanted someone from South Dakota, and she fit the bill. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-year Teach for America corps member in Dallas, in the 2009-10 school year, Batchelder had been named a teacher of the year. Her students had shone on the state standardized test, and she “really felt I’d changed their trajectory,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she visited some of her former students the next fall, at a high school football game, she found many of them were making choices that could limit their futures. The brightest students were enrolling in the lowest-level courses, while students who had excelled in her science class weren’t taking STEM courses. It was, for Batchelder, a moment of epiphany.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re telling our kids they can be anything, do anything, but no one is teaching them how,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That weekend, in October 2010, she sent an e-mail to all the Teach for America members in Dallas with a proposal to create a “roadmap for success” for middle schoolers. Four teachers agreed to help. After two years of piloting the curricula in Dallas schools, Batchelder received a $5,000 prize for being named science teacher of the year and used the money to launch a nonprofit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the organization struggled to secure funding. Foundation leaders said they’d support the nonprofit if it focused on high school, and funders and some school leaders worried about the potential for tracking. Some teachers were skeptical, too, wondering, “How much work is this going to be for me on top of the work I already have?” McGuire said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Batchelder turned down the grants pegged to high school, and reassured skeptics that all students would be educated about all potential pathways to a career. If anything, the early curricula was probably biased in favor of a four-year education, Batchelder said: “We probably overcompensated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the years since, the program has undergone multiple revisions; its workbook has been fully digitized and made more engaging, with online games and quizzes. There’s less “sage on the stage” — teacher lecture — and more discussion and debate. And there’s more information about alternative pathways, including the military, apprenticeships and technical school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want kids who have goals other than a traditional college to feel like ‘this has nothing to do with me,’ ” said Kristen Pereira, the group’s senior curriculum specialist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent class at The Young Men’s Leadership Academy at Fred F. Florence Middle School in southeastern Dallas, Katherine Coney, a teacher, showed students a slide reminding them that “you don’t have to attend college to have a career.” Industry-based certification and licensure is another route, it read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want you to go to college, if that’s what you want, but you have other options,” Coney said. “What we don’t want is for you to work at Burger King for 30 years, trying to support your family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levar Dobbins, the Piedmont middle school teacher, said he learned about college by watching “A Different World,” a spinoff of ”The Cosby Show” that focused on the life of students at a fictional historically Black college. When he was growing up, “college was a big abstract thing — a pennant, or a football team,” said Dobbins, now 42. “A Different World” made it concrete, imaginable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While today’s students have access to much more information about college and careers via the Internet, many still have limited notions about what they can become, Dobbins said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To expand their horizons, Dobbins and other teachers have students research careers on the Bureau of Labor Statistics website — looking up information about job duties, education requirements, starting salaries and job outlook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also spend time conducting inventories of their own skills and strengths. In a recent seventh grade class at Eduardo Mata Montessori School, students wrote down three skills they would stress to an employer in a job interview. Daniel Gonzalez wrote that he is brave, creative and has a strong mindset. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daniel said he really wants to be a professional basketball player, but engineering is his back-up plan. “I’ll probably go to college, because after a while, I’ll be too old to play,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lusk said the district hasn’t gotten much pushback from teachers about the program, in part because it doesn’t add to their workload. When Dallas took the program districtwide, it made it a stand-alone course, and assigned teachers to teach it. “It’s their course,” he said. “It’s not an add-on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district paid for the program — which costs schools $50 to $100 per student, depending on the level of support teachers receive — using federal economic recovery dollars, and will cover the costs once those funds run out, Lusk said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other districts, though, a lack of funding and “initiative fatigue” have sometimes thwarted efforts to extend career exploration to the middle grades, said Simpson of the Association for Middle Level Education. “We’re asking so much of our educators, this feels like one more thing,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School counselors, who might also be tapped to teach the material, are similarly stretched, with the average public school counselor overseeing \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios\">\u003cspan style=\"font-weight: 400\">415 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, far more than the 250 maximum recommended by the American School Counselor Association. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, pressures to improve test scores have led some schools to spend more of the day on core academic subjects, and less on “specials,” like career exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All these factors have led Jean Eddy, the CEO of American Student Assistance, to conclude that while career exploration in the classroom works, it can’t be scaled nationally. The nonprofit, which has funded successful school-based programs in the past, is now shifting its resources to apps it has developed to help kids explore careers on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This generation wants agency — they want to be able to direct their own learning,” Eddy said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hartung, of Jobs for the Future, said efforts to educate students about their options won’t succeed without improvements in the school-to-workforce pipeline. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Right now, the systems are very siloed,” he said. “The Achilles’ heel of this work is that it’s early preparation for young people without a system to advance through.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, at least, the push to start career exploration sooner seems to be making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianca Escobar, a high school senior who took the Education Opens Doors course in middle school, said she still turns to her student guidebook when she’s feeling lost or scared about the future. She wants to study engineering in California, and recently returned from a road trip to the state, where she visited four colleges. Her favorite was the University of San Francisco. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel really confident in my choices and the things I need to do to prepare,” she said. \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 \u003ca href=\"https://hechingerreport.org/the-path-to-a-career-could-start-in-middle-school/\" target=\"_blank\" rel=\"noopener noreferrer\">middle school career education\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\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/60363/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","authors":["byline_mindshift_60363"],"categories":["mindshift_21478"],"tags":["mindshift_21188","mindshift_21473","mindshift_145","mindshift_21492"],"featImg":"mindshift_60365","label":"mindshift"},"mindshift_60253":{"type":"posts","id":"mindshift_60253","meta":{"index":"posts_1591205157","site":"mindshift","id":"60253","score":null,"sort":[1668682818000]},"guestAuthors":[],"slug":"play-is-crucial-for-middle-schoolers-too","title":"Play is crucial for middle schoolers, too","publishDate":1668682818,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\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/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Unstructured time and playful learning are as essential for middle school students as they are for younger children, say researchers and educators. Play offers an opportunity for students to bond with their friends and learn “soft skills” that will serve them well in college and beyond. ","status":"publish","parent":0,"modified":1668552826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2138},"headData":{"title":"Play is crucial for middle schoolers, too - MindShift","description":"Play for middle school students offers an opportunity for physical activity and learning “soft skills” that will serve them well in college and beyond.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Play is crucial for middle schoolers, too","datePublished":"2022-11-17T11:00:18.000Z","dateModified":"2022-11-15T22:53:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60253 https://ww2.kqed.org/mindshift/?p=60253","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/17/play-is-crucial-for-middle-schoolers-too/","disqusTitle":"Play is crucial for middle schoolers, too","nprByline":"Christina A. Samuels, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60253/play-is-crucial-for-middle-schoolers-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\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\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \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 \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\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/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report 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/60253/play-is-crucial-for-middle-schoolers-too","authors":["byline_mindshift_60253"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_21473","mindshift_21214","mindshift_21184","mindshift_145","mindshift_46","mindshift_498"],"featImg":"mindshift_60300","label":"mindshift"},"mindshift_59687":{"type":"posts","id":"mindshift_59687","meta":{"index":"posts_1591205157","site":"mindshift","id":"59687","score":null,"sort":[1660644236000]},"guestAuthors":[],"slug":"middle-schoolers-are-social-what-opportunity-does-that-create-for-learning","title":"Middle schoolers are social. What opportunity does that create for learning? ","publishDate":1660644236,"format":"audio","headTitle":"Middle schoolers are social. What opportunity does that create for learning? | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adults who look back at their middle school years can very clearly identify experiencing hard times, such as embarrassment, conflicts, changing friendships and getting made fun of. We remember the way we felt in that period of our lives in part because of all the changes occurring in the body as we enter puberty. Plus, changes in the brain’s limbic system trigger tweens to feel every emotion more strongly. It’s also why there’s so much clarity about our memories of this time, for better or worse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This period of brain development is also a time when trauma and bad habits can become deeply wired. It’s well established that the younger people are when they start engaging in substance abuse, the harder it is to quit. It’s also the age during which mental health issues begin to become more visible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While every parent should be cautious about these worst case scenarios, the flip side of having such an emotionally charged brain is that it’s also very receptive to positive experiences, like developing a deep interest in a hobby, the feeling of accomplishing something meaningful to you, the joy of friendships, the influence of a mentor or the thrill of performing in a band. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Ignited passions is really a key part of this window of time,” said Ron Dahl, a UC Berkeley professor and founder of the \u003c/span>\u003ca href=\"https://developingadolescent.semel.ucla.edu/\">\u003cspan style=\"font-weight: 400;\">Center for Developing Adolescent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UCLA. “It’s a time of learning exploration, acquiring new knowledge and skills, habits, really the shape of an individual, identity development, intrinsic motivations,” he said. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While many passion-igniting endeavors happen outside of the classroom, Dahl said that applications in the classroom can make learning much more exciting and meaningful for tweens whose hunger for relationships can richly influence their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In middle schools, that means the shift in learning after elementary should be about more than having a homeroom and six periods with different subject-matter teachers. The way curriculum is taught must also address the social needs of middle schoolers, according to 8th grade humanities teacher Sarah LeDuff, who was teaching at Downtown College Prep Alum Rock Middle School in San Jose when I visited her class in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Their hunger for relationships is not only with each other, but they’re hungry for adult mentorship and adult connections as well,” said LeDuff, who is also a California middle school teacher of the year. “They’re just these vessels of emotion in every way that is \u003c/span>\u003cspan style=\"font-weight: 400;\">beautiful and complicated.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59693\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-59693\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg\" alt=\"Students in class working through a problme\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students sit in groups as they work through a quiz together while their teacher Sarah LeDuff looks on. \u003ccite>(Vanessa Arroyo Chavez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to align curriculum with middle schoolers’ emotional and social needs, LeDuff makes sure her classroom is welcoming in climate, design and instruction. Students enter class to music, like Pharell’s “Just a Cloud Away,” which has lyrics that can create a soundtrack to a kid’s day. The partially lit overhead fluorescent lights in her bungalow are balanced by a string of soft outdoor bulbs. Students sit in pods of four desks – they’re not lined up into rows – and there’s a small potted plant in the middle of each pod. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Her class is very homey,” said student Brianna Gonzalez. “Once you walk into her room, it’s very relaxed and there are bean bags and couches and everything. It feels like a safe place to be.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Listen to the \u003ca href=\"https://playlist.megaphone.fm/?e=KQINC6723985934\">MindShift\u003c/a> podcast to hear a day in the life of Sarah LeDuff’s class\u003c/span>\u003c/h2>\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=KQINC6723985934\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>LeDuff wants students to let down their guards in order to let learning in. After remote learning, which was followed by returning back to school buildings, students had a lot of anxiety, which can get in the way of learning. She wanted to make room for well-being, and that included shutting down mistreatment of one another.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I do want my students to take risks academically, be that working on their public speaking, getting up and performing a poem that they wrote, participating in a debate,” said LeDuff. “These are very vulnerable things. If I don’t make them feel safe out the gates, it’s extremely difficult to tap into any of that creativity they need for authentic learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students like Ivan Martinez noticed these differences with LeDuff. He said other classes feel “plain” and joyless and that “once you walk in, the vibe is different. It’s like you walk in and you just sit there for more than an hour or just listening to what the teacher is saying.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Gaining Autonomy\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One aspect of adolescence is that the call for autonomy gets louder on the part of the child. At home, this might appear as conflict or wanting to be left alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They want freedom,” said Dahl of kids in this period of early adolescence. He said parents can be proactive in how kids get freedom by asking them to demonstrate their good judgment to prove that they’re ready for more independence. And while this transition to greater independence might be confusing for parents who are wondering about their role in their child’s life – especially as friends gain more prominence – Dahl says adults still matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s a myth that parents become irrelevant and it’s all about peers,” he said, adding that there’s always room for warm supportive environments with high standards and boundaries. “Combining that with caring that feels like it’s honoring their values and desire to be independent is really, really important. It’s extra important in early adolescence, not less important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it comes to school work, middle school students are expected to be self-sufficient as they receive less adult attention than in their elementary school years as class sizes get larger and students go from class to class with different teachers. But there’s also a way to scaffold the lessons of autonomy for students. For Sarah LeDuff, it comes in the form of teaching students how to self-advocate and self-reflect. And in order to scaffold student autonomy, the curriculum must be designed for those opportunities. One area she changed was how she grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have really reworked my grading system to value student input so that grades are not just something that happens to you; your teacher is not just your evaluator deciding if you did your work right or did your work wrong, but that grades are something that we co-create together,” LeDuff said. At the end of every quarter, she does self-reflection rubrics with each student and they have teacher-student conferences to discuss priorities like classroom contributions, collaboration or reading skills. One rubric is self-advocacy, so the student will reflect on their own work and grade themselves and present why they feel like they earned that grade – with evidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They will think about things such as, ‘Do they come to me and ask for feedback? Do they ask for help when they need it from both me and their peers?’” said LeDuff. “And they’ll reflect on their ability to do those things and they will give themselves a score.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">LeDuff knows she also has areas of improvement so she’ll survey the class to ask what they think could be improved and then share them back to the students and look for ways to implement those changes. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it’s a very important part about making sure that they understand that their voices are being heard,” said LeDuff. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"As awkward as middle school years can feel, it's an exciting time of learning as tweens enter an incredible period of brain development. ","status":"publish","parent":0,"modified":1700528884,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1373},"headData":{"title":"Middle schoolers are social. What opportunity does that create for learning? - MindShift %","description":"As awkward as middle school years can feel, it's an exciting time of learning as tweens enter an incredible period of brain development.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialTitle":"%%title%% %%page%% %%sep%% MindShift %","socialDescription":"As awkward as middle school years can feel, it's an exciting time of learning as tweens enter an incredible period of brain development.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Middle schoolers are social. What opportunity does that create for learning? ","datePublished":"2022-08-16T10:03:56.000Z","dateModified":"2023-11-21T01:08:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC6723985934.mp3?updated=1660331504","templateType":"standard","featuredImageType":"standard","excludeFromSiteSearch":"Include","path":"/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adults who look back at their middle school years can very clearly identify experiencing hard times, such as embarrassment, conflicts, changing friendships and getting made fun of. We remember the way we felt in that period of our lives in part because of all the changes occurring in the body as we enter puberty. Plus, changes in the brain’s limbic system trigger tweens to feel every emotion more strongly. It’s also why there’s so much clarity about our memories of this time, for better or worse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This period of brain development is also a time when trauma and bad habits can become deeply wired. It’s well established that the younger people are when they start engaging in substance abuse, the harder it is to quit. It’s also the age during which mental health issues begin to become more visible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While every parent should be cautious about these worst case scenarios, the flip side of having such an emotionally charged brain is that it’s also very receptive to positive experiences, like developing a deep interest in a hobby, the feeling of accomplishing something meaningful to you, the joy of friendships, the influence of a mentor or the thrill of performing in a band. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Ignited passions is really a key part of this window of time,” said Ron Dahl, a UC Berkeley professor and founder of the \u003c/span>\u003ca href=\"https://developingadolescent.semel.ucla.edu/\">\u003cspan style=\"font-weight: 400;\">Center for Developing Adolescent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UCLA. “It’s a time of learning exploration, acquiring new knowledge and skills, habits, really the shape of an individual, identity development, intrinsic motivations,” he said. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr>\n\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;\">While many passion-igniting endeavors happen outside of the classroom, Dahl said that applications in the classroom can make learning much more exciting and meaningful for tweens whose hunger for relationships can richly influence their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In middle schools, that means the shift in learning after elementary should be about more than having a homeroom and six periods with different subject-matter teachers. The way curriculum is taught must also address the social needs of middle schoolers, according to 8th grade humanities teacher Sarah LeDuff, who was teaching at Downtown College Prep Alum Rock Middle School in San Jose when I visited her class in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Their hunger for relationships is not only with each other, but they’re hungry for adult mentorship and adult connections as well,” said LeDuff, who is also a California middle school teacher of the year. “They’re just these vessels of emotion in every way that is \u003c/span>\u003cspan style=\"font-weight: 400;\">beautiful and complicated.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59693\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-59693\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg\" alt=\"Students in class working through a problme\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students sit in groups as they work through a quiz together while their teacher Sarah LeDuff looks on. \u003ccite>(Vanessa Arroyo Chavez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to align curriculum with middle schoolers’ emotional and social needs, LeDuff makes sure her classroom is welcoming in climate, design and instruction. Students enter class to music, like Pharell’s “Just a Cloud Away,” which has lyrics that can create a soundtrack to a kid’s day. The partially lit overhead fluorescent lights in her bungalow are balanced by a string of soft outdoor bulbs. Students sit in pods of four desks – they’re not lined up into rows – and there’s a small potted plant in the middle of each pod. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Her class is very homey,” said student Brianna Gonzalez. “Once you walk into her room, it’s very relaxed and there are bean bags and couches and everything. It feels like a safe place to be.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Listen to the \u003ca href=\"https://playlist.megaphone.fm/?e=KQINC6723985934\">MindShift\u003c/a> podcast to hear a day in the life of Sarah LeDuff’s class\u003c/span>\u003c/h2>\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=KQINC6723985934\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>LeDuff wants students to let down their guards in order to let learning in. After remote learning, which was followed by returning back to school buildings, students had a lot of anxiety, which can get in the way of learning. She wanted to make room for well-being, and that included shutting down mistreatment of one another.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I do want my students to take risks academically, be that working on their public speaking, getting up and performing a poem that they wrote, participating in a debate,” said LeDuff. “These are very vulnerable things. If I don’t make them feel safe out the gates, it’s extremely difficult to tap into any of that creativity they need for authentic learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students like Ivan Martinez noticed these differences with LeDuff. He said other classes feel “plain” and joyless and that “once you walk in, the vibe is different. It’s like you walk in and you just sit there for more than an hour or just listening to what the teacher is saying.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Gaining Autonomy\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One aspect of adolescence is that the call for autonomy gets louder on the part of the child. At home, this might appear as conflict or wanting to be left alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They want freedom,” said Dahl of kids in this period of early adolescence. He said parents can be proactive in how kids get freedom by asking them to demonstrate their good judgment to prove that they’re ready for more independence. And while this transition to greater independence might be confusing for parents who are wondering about their role in their child’s life – especially as friends gain more prominence – Dahl says adults still matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s a myth that parents become irrelevant and it’s all about peers,” he said, adding that there’s always room for warm supportive environments with high standards and boundaries. “Combining that with caring that feels like it’s honoring their values and desire to be independent is really, really important. It’s extra important in early adolescence, not less important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it comes to school work, middle school students are expected to be self-sufficient as they receive less adult attention than in their elementary school years as class sizes get larger and students go from class to class with different teachers. But there’s also a way to scaffold the lessons of autonomy for students. For Sarah LeDuff, it comes in the form of teaching students how to self-advocate and self-reflect. And in order to scaffold student autonomy, the curriculum must be designed for those opportunities. One area she changed was how she grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have really reworked my grading system to value student input so that grades are not just something that happens to you; your teacher is not just your evaluator deciding if you did your work right or did your work wrong, but that grades are something that we co-create together,” LeDuff said. At the end of every quarter, she does self-reflection rubrics with each student and they have teacher-student conferences to discuss priorities like classroom contributions, collaboration or reading skills. One rubric is self-advocacy, so the student will reflect on their own work and grade themselves and present why they feel like they earned that grade – with evidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They will think about things such as, ‘Do they come to me and ask for feedback? Do they ask for help when they need it from both me and their peers?’” said LeDuff. “And they’ll reflect on their ability to do those things and they will give themselves a score.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">LeDuff knows she also has areas of improvement so she’ll survey the class to ask what they think could be improved and then share them back to the students and look for ways to implement those changes. \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>\u003cspan style=\"font-weight: 400;\">“I think it’s a very important part about making sure that they understand that their voices are being heard,” said LeDuff. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21130","mindshift_21848"],"tags":["mindshift_21093","mindshift_21473","mindshift_145"],"featImg":"mindshift_59692","label":"mindshift_21847"},"mindshift_59392":{"type":"posts","id":"mindshift_59392","meta":{"index":"posts_1591205157","site":"mindshift","id":"59392","score":null,"sort":[1652855935000]},"guestAuthors":[],"slug":"these-middle-school-students-have-a-warning-about-teens-and-social-media","title":"These middle school students have a warning about teens and social media","publishDate":1652855935,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The town of Rockwall, Texas, has a few claims to fame: Bonafide Betties Pie Company, where \"thick pies save lives\"; the mega-sized Lakepointe Church; and Lake Ray Hubbard, which is lovely until the wet, Texas heat makes a shoreline stroll feel like a plod through hot butter.\u003c/p>\n\u003cp>Now add to that list: Rockwall is home to the middle-school winners of NPR's fourth-annual Student Podcast Challenge.\u003c/p>\n\u003cp>Their entry, \u003ca href=\"https://soundcloud.com/misti-knight-94541050/the-worlds-we-create?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">The Worlds We Create\u003c/a>, is a funny and sneakily thoughtful exploration of what it means that so many teens today are \"talking digitally,\" instead of face-to-face. It was one of two winning entries (the high school winner\u003ca href=\"https://www.npr.org/2022/05/09/1097555979/hs-podcast-winner?live=1\"> is here\u003c/a>) chosen by our judges from among more than 2,000 student podcasts from around the country.\u003c/p>\n\u003ch2>\u003cstrong>The team behind the pod\u003c/strong>\u003c/h2>\n\u003cp>Rockwall hugs the eastern shore of the lake and got its name from a wall-like thread of sandstone that unspools beneath the town. \"Every street name sounds the same: Lakeshore, Club Lake, Lakeview, Lakeside, and so on...\" says the podcast's narrator, 8th-grader Harrison McDonald. \"If it sounds like our town is boring, that's because it is. But let's zoom into the center of one of those neighborhoods, on Williams Middle School.\"\u003c/p>\n\u003cp>That's where Harrison, fellow 8th-grader Blake Turley and 7th-graders Kit Atteberry and Wesley Helmer made the podcast, as part of librarian Misti Knight's broadcasting class. Knight began teaching Harrison and Blake last year, when they would make videos for the school's morning announcements. \"But then I realized how good [the boys] were, and so I would say this year, I'm honestly more their manager,\" she laughs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Meaning, often Ms. Knight just gives the boys the roughest of ideas and encourages them to get creative. Which is why, when Harrison came to her with an idea for NPR's Student Podcast Challenge, she said, \"Why not?\"\u003c/p>\n\u003cp>Harrison's interest in the contest surprised no one. He wears chunky headphones around his neck every day, like a uniform, and says he was raised on public radio. \"[My family] have a system. On long road trips, we listen to\u003cem> This American Life\u003c/em>. On shorter road trips, we listen to \u003cem>Wait, Wait, Don't Tell Me\u003c/em>.\"\u003c/p>\n\u003cp>Kit also brought a love of podcasting to the effort: \"My dad got me into listening to podcasts, and we would just listen to them in the car and listen to them in the house. You know, he never really got into music. He was mostly into podcasts,\" Kit says, especially \u003cem>The Moth\u003c/em>.\u003c/p>\n\u003cp>For their entry, Harrison, Kit and the team wanted to explore how students at Williams Middle School, and likely every other middle and high school in the country, interact on social media. Specifically, when they go on a platform like TikTok or Instagram and create anonymous accounts to share things about school and their classmates.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/1262478289\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" width=\"100%\" height=\"166\" iframe=\"true\"/]\u003c/p>\n\u003ch2>\u003cstrong>\"People feel anonymous, so they feel like they can do whatever they want\"\u003c/strong>\u003c/h2>\n\u003cp>For example: An account dedicated to pics of students considered \"hot.\"\u003c/p>\n\u003cp>\"My friend was on there,\" Blake says, \"and I texted him, 'Hey, do you know that you're on this Instagram account?' And he's like, 'What?!' \"\u003c/p>\n\u003cp>Most of these accounts \"aren't even gossip,\" Blake adds, \"they're just pictures of people sleeping, eating, acting surprised, acting sad.\"\u003c/p>\n\u003cp>One account was dedicated entirely to pictures of students sleeping in class. On some accounts, students are in on the joke, but often they're not, Harrison says.\u003c/p>\n\u003cp>\"Through the internet ... people feel anonymous, so they feel like they can do whatever they want — and get likes for it without any punishment.\"\u003c/p>\n\u003cp>The boys found at least 81 of these accounts at Williams alone. Then they got a bold idea.\u003c/p>\n\u003ch2>\u003cstrong>Fake it till you make it\u003c/strong>\u003c/h2>\n\u003cp>\"After seeing all of these social media pages, we decided it would be fun if we just made our own profile and posted fake gossip to see the impact it has and how it spreads through a middle school,\" they explain in the podcast.\u003c/p>\n\u003cp>Fake gossip is putting it mildly.\u003c/p>\n\u003cp>\"We knocked on our school police officer's door and asked if he would pretend to arrest one of our A-V club members for the camera. Surprisingly, he actually agreed,\" Harrison says.\u003c/p>\n\u003cp>It was the first video to go up on their new gossip account. \"We didn't think it would actually get anywhere, but less than 15 minutes later, we heard people starting to talk about it.\"\u003c/p>\n\u003cfigure id=\"attachment_59396\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/edit_c2n00418_slide-b7ced294d4ec0536155a20b848885d723fce44f6-2-scaled-e1652855769990.jpg\" alt=\"Four students who won the NPR Student Podcast Challenge for middle schools\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The NPR Student Podcast Challenge middle school winners Wesley Helmer, Kit Atteberry, Harrison McDonald and Blake Turley at Williams Middle School in Rockwall, Texas. \u003ccite>(Cooper Neill for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Next up: The boys staged a fight in the band room, hoping a shaky camera and sound effects added in post-production would convince their classmates it was bigger and very real.\u003c/p>\n\u003cp>\"Some of us would have kids walking up to us daily to tell us how we got absolutely destroyed in that fight or how they didn't know we were in band. We were having fun with it now,\" Harrison says in the podcast. \"It didn't take long for our fake account to start getting more followers than any other gossip account we could find.\"\u003c/p>\n\u003ch2>\u003cstrong>\"Our generation prefers talking digitally\"\u003c/strong>\u003c/h2>\n\u003cp>As a social experiment, these four middle-schoolers went from quiet observers of social media to the school's master muckrakers – even though everything they posted was utterly fake. In that way, the podcast works as a warning about the importance of media literacy — at a time when Americans half-a-century their senior are being suckered by social media every day.\u003c/p>\n\u003cp>But the podcast isn't just a scold about fake news. It's also about how, for kids their age, this is communication.\u003c/p>\n\u003cp>\"We don't pass notes, we send texts with our phones hidden under our desks,\" Harrison says. \"We don't tell people about incidents that happened in class, we post it on TikTok. Our generation prefers talking digitally with each other from a distance, [rather] than communicating with each other in the real world.\"\u003c/p>\n\u003cp>The boys named their podcast, \u003cem>The Worlds We Create\u003c/em>.\u003c/p>\n\u003cp>Ms. Knight, a veteran teacher, says she's seen these changes in students over the years.\u003c/p>\n\u003cp>\"I just think there's a lot less talking and a lot more, you know, swiping through their phone instead of saying, 'Hey, guess what I saw today?' \"\u003c/p>\n\u003cp>Knight has even seen it in her own family. \"I would talk to my husband about, 'Oh, did you see our eldest daughter?' She lives in California. 'She did this or whatever.' And he would say, 'How do you know this?' \"\u003c/p>\n\u003cp>Her answer: \"'Because I'm following her social media and her friends' social media.' Because if you don't do that, she's probably not going to pick up the phone and call us and tell us.\"\u003c/p>\n\u003cp>Is that inherently bad? Knight says, no, not necessarily. She does get to see more of what her daughters and her friends, far and wide, are doing.\u003c/p>\n\u003cp>The boys' views are similarly complicated. All this \"talking digitally\" can be a real \"curse\" for teens, they say, especially when it hurts or excludes others. But it doesn't have to be that way.\u003c/p>\n\u003cp>After all, the boys say, the whole purpose of technologies from radio to the telephone, TV to the internet, has always been to help us feel less alone and more connected – by helping us create worlds – and build communities – bigger than the ones we're born into.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If you're looking for the high school winner of the Student Podcast Challenge, \u003ca href=\"https://www.npr.org/2022/05/16/1097555979/after-a-lockdown-students-found-comfort-in-humor-but-what-are-the-jokes-hiding\">click here.\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+middle+school+students+have+a+warning+about+teens+and+social+media&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A group of Texas middle-schoolers won NPR's 4th-annual Student Podcast Challenge, and learned a lesson about fake news and the limits of \"talking digitally.\"","status":"publish","parent":0,"modified":1652856257,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1335},"headData":{"title":"These middle school students have a warning about teens and social media - MindShift","description":"A group of Texas middle-schoolers won NPR's 4th-annual Student Podcast Challenge, and learned a lesson about fake news and the limits of "talking digitally."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These middle school students have a warning about teens and social media","datePublished":"2022-05-18T06:38:55.000Z","dateModified":"2022-05-18T06:44:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59392 https://ww2.kqed.org/mindshift/?p=59392","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/17/these-middle-school-students-have-a-warning-about-teens-and-social-media/","disqusTitle":"These middle school students have a warning about teens and social media","nprByline":"Cory Turner and Eda Uzunlar","nprImageAgency":"Cooper Neill for NPR","nprStoryId":"1098786005","nprApiLink":"http://api.npr.org/query?id=1098786005&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest?ft=nprml&f=1098786005","nprRetrievedStory":"1","nprPubDate":"Tue, 17 May 2022 10:22:00 -0400","nprStoryDate":"Mon, 16 May 2022 05:14:00 -0400","nprLastModifiedDate":"Tue, 17 May 2022 10:22:17 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/05/20220516_me_these_middle_school_students_have_a_warning_about_teens_and_social_media.mp3?orgId=1&topicId=1013&aggIds=662609200&d=403&p=3&story=1098786005&ft=nprml&f=1098786005","nprAudioM3u":"http://api.npr.org/m3u/11099070463-20b2a7.m3u?orgId=1&topicId=1013&aggIds=662609200&d=403&p=3&story=1098786005&ft=nprml&f=1098786005","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59392/these-middle-school-students-have-a-warning-about-teens-and-social-media","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/05/20220516_me_these_middle_school_students_have_a_warning_about_teens_and_social_media.mp3?orgId=1&topicId=1013&aggIds=662609200&d=403&p=3&story=1098786005&ft=nprml&f=1098786005","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The town of Rockwall, Texas, has a few claims to fame: Bonafide Betties Pie Company, where \"thick pies save lives\"; the mega-sized Lakepointe Church; and Lake Ray Hubbard, which is lovely until the wet, Texas heat makes a shoreline stroll feel like a plod through hot butter.\u003c/p>\n\u003cp>Now add to that list: Rockwall is home to the middle-school winners of NPR's fourth-annual Student Podcast Challenge.\u003c/p>\n\u003cp>Their entry, \u003ca href=\"https://soundcloud.com/misti-knight-94541050/the-worlds-we-create?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">The Worlds We Create\u003c/a>, is a funny and sneakily thoughtful exploration of what it means that so many teens today are \"talking digitally,\" instead of face-to-face. It was one of two winning entries (the high school winner\u003ca href=\"https://www.npr.org/2022/05/09/1097555979/hs-podcast-winner?live=1\"> is here\u003c/a>) chosen by our judges from among more than 2,000 student podcasts from around the country.\u003c/p>\n\u003ch2>\u003cstrong>The team behind the pod\u003c/strong>\u003c/h2>\n\u003cp>Rockwall hugs the eastern shore of the lake and got its name from a wall-like thread of sandstone that unspools beneath the town. \"Every street name sounds the same: Lakeshore, Club Lake, Lakeview, Lakeside, and so on...\" says the podcast's narrator, 8th-grader Harrison McDonald. \"If it sounds like our town is boring, that's because it is. But let's zoom into the center of one of those neighborhoods, on Williams Middle School.\"\u003c/p>\n\u003cp>That's where Harrison, fellow 8th-grader Blake Turley and 7th-graders Kit Atteberry and Wesley Helmer made the podcast, as part of librarian Misti Knight's broadcasting class. Knight began teaching Harrison and Blake last year, when they would make videos for the school's morning announcements. \"But then I realized how good [the boys] were, and so I would say this year, I'm honestly more their manager,\" she laughs.\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>Meaning, often Ms. Knight just gives the boys the roughest of ideas and encourages them to get creative. Which is why, when Harrison came to her with an idea for NPR's Student Podcast Challenge, she said, \"Why not?\"\u003c/p>\n\u003cp>Harrison's interest in the contest surprised no one. He wears chunky headphones around his neck every day, like a uniform, and says he was raised on public radio. \"[My family] have a system. On long road trips, we listen to\u003cem> This American Life\u003c/em>. On shorter road trips, we listen to \u003cem>Wait, Wait, Don't Tell Me\u003c/em>.\"\u003c/p>\n\u003cp>Kit also brought a love of podcasting to the effort: \"My dad got me into listening to podcasts, and we would just listen to them in the car and listen to them in the house. You know, he never really got into music. He was mostly into podcasts,\" Kit says, especially \u003cem>The Moth\u003c/em>.\u003c/p>\n\u003cp>For their entry, Harrison, Kit and the team wanted to explore how students at Williams Middle School, and likely every other middle and high school in the country, interact on social media. Specifically, when they go on a platform like TikTok or Instagram and create anonymous accounts to share things about school and their classmates.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/1262478289&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true'\n title='https://api.soundcloud.com/tracks/1262478289'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>\"People feel anonymous, so they feel like they can do whatever they want\"\u003c/strong>\u003c/h2>\n\u003cp>For example: An account dedicated to pics of students considered \"hot.\"\u003c/p>\n\u003cp>\"My friend was on there,\" Blake says, \"and I texted him, 'Hey, do you know that you're on this Instagram account?' And he's like, 'What?!' \"\u003c/p>\n\u003cp>Most of these accounts \"aren't even gossip,\" Blake adds, \"they're just pictures of people sleeping, eating, acting surprised, acting sad.\"\u003c/p>\n\u003cp>One account was dedicated entirely to pictures of students sleeping in class. On some accounts, students are in on the joke, but often they're not, Harrison says.\u003c/p>\n\u003cp>\"Through the internet ... people feel anonymous, so they feel like they can do whatever they want — and get likes for it without any punishment.\"\u003c/p>\n\u003cp>The boys found at least 81 of these accounts at Williams alone. Then they got a bold idea.\u003c/p>\n\u003ch2>\u003cstrong>Fake it till you make it\u003c/strong>\u003c/h2>\n\u003cp>\"After seeing all of these social media pages, we decided it would be fun if we just made our own profile and posted fake gossip to see the impact it has and how it spreads through a middle school,\" they explain in the podcast.\u003c/p>\n\u003cp>Fake gossip is putting it mildly.\u003c/p>\n\u003cp>\"We knocked on our school police officer's door and asked if he would pretend to arrest one of our A-V club members for the camera. Surprisingly, he actually agreed,\" Harrison says.\u003c/p>\n\u003cp>It was the first video to go up on their new gossip account. \"We didn't think it would actually get anywhere, but less than 15 minutes later, we heard people starting to talk about it.\"\u003c/p>\n\u003cfigure id=\"attachment_59396\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/edit_c2n00418_slide-b7ced294d4ec0536155a20b848885d723fce44f6-2-scaled-e1652855769990.jpg\" alt=\"Four students who won the NPR Student Podcast Challenge for middle schools\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The NPR Student Podcast Challenge middle school winners Wesley Helmer, Kit Atteberry, Harrison McDonald and Blake Turley at Williams Middle School in Rockwall, Texas. \u003ccite>(Cooper Neill for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Next up: The boys staged a fight in the band room, hoping a shaky camera and sound effects added in post-production would convince their classmates it was bigger and very real.\u003c/p>\n\u003cp>\"Some of us would have kids walking up to us daily to tell us how we got absolutely destroyed in that fight or how they didn't know we were in band. We were having fun with it now,\" Harrison says in the podcast. \"It didn't take long for our fake account to start getting more followers than any other gossip account we could find.\"\u003c/p>\n\u003ch2>\u003cstrong>\"Our generation prefers talking digitally\"\u003c/strong>\u003c/h2>\n\u003cp>As a social experiment, these four middle-schoolers went from quiet observers of social media to the school's master muckrakers – even though everything they posted was utterly fake. In that way, the podcast works as a warning about the importance of media literacy — at a time when Americans half-a-century their senior are being suckered by social media every day.\u003c/p>\n\u003cp>But the podcast isn't just a scold about fake news. It's also about how, for kids their age, this is communication.\u003c/p>\n\u003cp>\"We don't pass notes, we send texts with our phones hidden under our desks,\" Harrison says. \"We don't tell people about incidents that happened in class, we post it on TikTok. Our generation prefers talking digitally with each other from a distance, [rather] than communicating with each other in the real world.\"\u003c/p>\n\u003cp>The boys named their podcast, \u003cem>The Worlds We Create\u003c/em>.\u003c/p>\n\u003cp>Ms. Knight, a veteran teacher, says she's seen these changes in students over the years.\u003c/p>\n\u003cp>\"I just think there's a lot less talking and a lot more, you know, swiping through their phone instead of saying, 'Hey, guess what I saw today?' \"\u003c/p>\n\u003cp>Knight has even seen it in her own family. \"I would talk to my husband about, 'Oh, did you see our eldest daughter?' She lives in California. 'She did this or whatever.' And he would say, 'How do you know this?' \"\u003c/p>\n\u003cp>Her answer: \"'Because I'm following her social media and her friends' social media.' Because if you don't do that, she's probably not going to pick up the phone and call us and tell us.\"\u003c/p>\n\u003cp>Is that inherently bad? Knight says, no, not necessarily. She does get to see more of what her daughters and her friends, far and wide, are doing.\u003c/p>\n\u003cp>The boys' views are similarly complicated. All this \"talking digitally\" can be a real \"curse\" for teens, they say, especially when it hurts or excludes others. But it doesn't have to be that way.\u003c/p>\n\u003cp>After all, the boys say, the whole purpose of technologies from radio to the telephone, TV to the internet, has always been to help us feel less alone and more connected – by helping us create worlds – and build communities – bigger than the ones we're born into.\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>If you're looking for the high school winner of the Student Podcast Challenge, \u003ca href=\"https://www.npr.org/2022/05/16/1097555979/after-a-lockdown-students-found-comfort-in-humor-but-what-are-the-jokes-hiding\">click here.\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+middle+school+students+have+a+warning+about+teens+and+social+media&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59392/these-middle-school-students-have-a-warning-about-teens-and-social-media","authors":["byline_mindshift_59392"],"categories":["mindshift_193"],"tags":["mindshift_20822","mindshift_145","mindshift_74","mindshift_30"],"featImg":"mindshift_59393","label":"mindshift"},"mindshift_58577":{"type":"posts","id":"mindshift_58577","meta":{"index":"posts_1591205157","site":"mindshift","id":"58577","score":null,"sort":[1633333888000]},"guestAuthors":[],"slug":"making-sense-of-the-pandemics-effects-on-adolescents-minds","title":"Making sense of the pandemic's effects on adolescents' minds","publishDate":1633333888,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Isabella Juma turned 13 on February 19, 2020, just weeks before Covid-19 changed the world forever. The first year of teenagerhood would have been a milestone any year, but for Isabella and her peers, a global pandemic, a contentious election and racial conflict forced them out of childhood abruptly.\u003c/p>\n\u003cp>Gone were the days when she could be just “happy” and “jolly,” she said. She matured, became cautious and started worrying about the years ahead.\u003c/p>\n\u003cfigure id=\"attachment_58585\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58585\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248.jpeg\" alt=\"\" width=\"200\" height=\"277\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248.jpeg 1612w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-800x1108.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1020x1413.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-160x222.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-768x1064.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1109x1536.jpeg 1109w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1478x2048.jpeg 1478w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Isabella Juma and her peers are trying to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life: middle school. \u003ccite>(Courtesy of Andrea Juma )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“For my friends and me, I feel like it will just change the future. It will just change, really, our perspectives about life. We can’t always really be so carefree,” said Isabella, who attended a public middle school in Brooklyn last spring. “We really have to enjoy every second we have, because one day can be easily taken away by something small, like an illness, or something big, like a gunshot.”\u003c/p>\n\u003cp>Young people like Isabella, who headed to high school this fall, have had to try to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life — middle school.\u003c/p>\n\u003cp>Middle school is one of the most formative and sometimes chaotic periods of development, when adolescents begin to grapple seriously with who they are and their place in the world, all while dealing with hormonal and physical changes. Multiple crises that have left the nation reflecting on its own identity — as conversations around race, freedom, health, wokeness and death flood the news — have deepened the usual challenges for a generation of 10-to-14-year-olds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teenagers like Isabella feel not only more frustrated, depressed and hopeless than teenagers in past years, but also energized and optimistic about the future (according to a new \u003ca href=\"https://www.washingtonpost.com/dc-md-va/interactive/2021/teen-poll-racism-covid-politics/\">Washington Post\u003c/a> poll). No one has a crystal ball about how this generation of young people will be affected by these last two years — and race, class and other factors ensure that all tweens and teens have experienced the last few months differently.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/middle-school-is-often-difficult-try-experiencing-it-under-quarantine/\">Studies\u003c/a> have found that young teens are being challenged with mental health issues, social isolation and slipping grades now more than ever. They’ve also been exposed to more debates about diversity, racism and sexuality, while sickness and death surrounds them. Can history, science, and stories from young adolescents themselves give us insight about how all this might add up to shape this impressionable population?\u003c/p>\n\u003cp>Steven Mintz, a historian at the University of Texas at Austin and author of “Huck’s Raft: A History of American Childhood,” says that big traumatic events like the Great Depression leave “invisible scars” that can shape the character of a generation, even if individuals have different life circumstances. For example, the children that lived through the Great Depression worried about money as adults, he said. And before that, after World War I and the 1918 pandemic, there was a “revolution in morals and manners,” he said, in which many young women in particular defied their elders by bobbing their hair, wearing short skirts, taking up smoking and playing tennis as ways to assert their independence.\u003c/p>\n\u003cp>“That was really a reaction to this traumatic set of experiences of the ‘war to end all wars’ [and] this terrible pandemic that they went through,” he said.\u003c/p>\n\u003cp>“I think there’s a real possibility that young people might, I can’t predict, but they might be more hedonistic and more risk-taking and more rebellious in a hundred different ways because they’ve had enough of this lockdown,” said Mintz. “It wouldn’t surprise me if they’re a little like the kids of the 1920s who, you know, they just, they want to be wild and rebellious ’cause they’ve had enough of this and their adults let them down.”\u003c/p>\n\u003cp>Judith Warner, author of “And Then They Stopped Talking to Me: Making Sense of Middle School,” says the huge upheaval that typically marks middle school was exacerbated by the health and racial crises over the last few years, and likely traumatized and toughened kids. “It’s a moment when we are separating ourselves from our families of origin. We are becoming more independent at that point. That’s a very insecure moment of trying to figure out who you are and where you fit,” she said. “There was just a hardening, you know, on every level that we saw that was playing out with kids that age too.”\u003c/p>\n\u003cp>At the same time, loss and isolation “pulled them out of what has to be most important to people at that age, which is their social lives and their social world,” Warner said. “All of that was stunted.”\u003c/p>\n\u003cfigure id=\"attachment_58578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58578\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216.jpg\" alt=\"\" width=\"200\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216.jpg 1164w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-800x1434.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-1020x1828.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-160x287.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-768x1376.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-857x1536.jpg 857w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-1143x2048.jpg 1143w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The crises over the last two years have made Myra Thrasher feel scared. \u003ccite>(Courtesy of David Thrasher )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Amy Oelsner, who runs Girls Rock Bloomington, a music camp for girls and gender nonconforming preteens in Indiana, says she’s seen negative and positives among kids who attend her camp. “It just felt like they weren’t, you know, as carefree kids as much, which was kind of sad,” she said. “But at the same time, I felt that they were very resilient and very adaptable.”\u003c/p>\n\u003cp>Of course, the very notion of a “carefree” childhood reflects a more Westernized attitude, which doesn’t acknowledge the fact that young people often “grow up with heavy stuff that does not fit within the notion of childhood as being a ‘carefree’ existence,” said Kate Cairns, a childhood studies expert at Rutgers University-Camden. She cautions against making too many comparisons to past generations or predictions about what might become of this one.\u003c/p>\n\u003cp>If anything, she said, the experience of the last two years shows how systematic inequality impacts young people differently.\u003c/p>\n\u003cp>Warner, however, believes that it’s safe to predict that this group of middle schoolers will become more committed to social issues. “I feel like there’s the potential for this generation as a result of everything that they witnessed to become much more compassionate and socially engaged and empathetic,” she said.\u003c/p>\n\u003cp>The experiences of several young people reflected this sentiment.\u003c/p>\n\u003cp>“My dad watches a lot of CNN, so I see a lot of what’s happening, and it makes me really sad. Even though my skin is really white, I still felt really scared,” said 12-year-old Myra Thrasher who attended Girls Rock Bloomington. “I considered myself to be kind of like, at least a little empathetic, but also I was scared. I’m not really sure why\u003cem>, \u003c/em>but I kind of was. I didn’t really know what to expect because no one has ever been in anything like this. The whole world was basically chaos the entire time.”\u003c/p>\n\u003cp>Fadzai Gides, 11, lives in Bloomington and attends the same camp. The last year was hard, she said. She struggled to stay motivated in remote school and missed her friends. She began to become more cautious about people hugging her. George Floyd’s death and the flood of news showing people of color brutalized by police shook her, especially, as a person that identifies as biracial. “I was just really nervous. Even to, maybe, like go outside, to go to the pool,” said Gides. “I was like, I could, I could be like a victim of police brutality and that’s really scary.”\u003c/p>\n\u003cp>Isabella found herself exploring new career paths. Before, she said, “I just didn’t really know what career path I was going to choose. Now I want to go into the medical field, because I know that sometimes during protests there could be a couple of violent shootings. People do get hurt, and I do want to help those people,” she said.\u003c/p>\n\u003cp>“Last year I probably would have done something with the arts, like something to do with animation or drawing,” she added. “But now that I really kind of know more a bit about myself and about the world, I changed my mindset about that.”\u003c/p>\n\u003cfigure id=\"attachment_58581\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58581\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626-160x253.jpg\" alt=\"\" width=\"200\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626.jpg 676w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">George Floyd’s death and the flood of news showing people of color brutalized by police have shaken Fadzai Gides, 11. \u003ccite>(Courtesy of Anna Powell Denton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fadzai said that she too has begun to change her approach to life. “Before this, the world just seemed a lot smaller,” she said.\u003c/p>\n\u003cp>Fadzai said she confronts things that previously would have made her uncomfortable. “Now, I just like, instead of just like standing back, and not trying, not like taking a stand and trying to help a community ... I just want to jump into action and try to help people more.” This year, for example, she started a group with her friends that challenged her school’s curriculum around the teaching of sexual abuse because she did not believe that students were getting adequate information about the topic and how to report it. She believes she made a difference: Other young people got involved, and school administrators listened to their complaints and committed to making a change in the way the issue is taught.\u003c/p>\n\u003cp>Isabella also decided to become an activist for the first time after being frustrated by the presidential election. She said she became the youngest member of Teens Take Charge, a group that advocates for more educational equity in New York City. It helped give her a way to voice her frustrations. She understands that she can’t “just force the world to change automatically,” but learned that even incremental change is progress.\u003c/p>\n\u003cp>Both Isabella and Fadzai said that the pandemic taught them that they had to learn how to pay more attention to their mental health, something that remains important to them since the adults in their lives have sometimes checked out. “We really had to learn how to be there for each other when adults aren’t,” Fadzai said.\u003c/p>\n\u003cp>In April, Warner wrote an \u003ca href=\"https://www.nytimes.com/2021/04/11/health/pandemic-middle-school-mental-health.html\">article\u003c/a> arguing that middle schoolers will essentially be okay, and that the trials they’ve faced should be kept in perspective. In an interview, she argued that students who were home with their parents and were online with their friends and teachers were not suffering like those who are in solitary confinement or jail. She admits that, with learning at home, things were not the same for these kids in the last two years — “it’s not as good, it’s just not — [but] that’s not a comparable level of deprivation that would cause neural pathways not to be built,” she said.\u003c/p>\n\u003cp>Resilience is likely to be a shared characteristic of kids going through middle school now, said Mitchell Prinstein, chief scientist for the American Medical Association. “Middle school is a time when kids are trying on these new adult brains and learning how to use them,” he said. Middle schoolers don’t need our worry, he suggests, in fact, they might teach us all something about dealing with stress.\u003c/p>\n\u003cp>“They didn’t lose a year, they just lived a year in a world unlike most kids have to live in,” he said. “That could be good as well.”\u003c/p>\n\u003cp>Fadzai thinks this last year will have a “mixed impact” on her future. She discovered new passions like baking and playing the ukulele and guitar, but also had to worry about how things were impacting her friends and family — some of whom had never dealt with this kind of trauma.\u003c/p>\n\u003cp>“A lot of things that make me happy happened because of the pandemic, but also bad things,” she said. “So it’s also kind of made me a stronger person, although it’s brought a lot of bad things.”\u003c/p>\n\u003cp>In the end, Myra said, she is not worried about what kind of adults she and her friends may become. Instead, she is focused on the present. “I don’t know if anyone understood what was going on,” she said. “Most of us are still alive. I think that’s kind of what matters.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/middle-school-minds-figuring-out-who-you-are-in-the-midst-of-global-turmoil/\">\u003cem>middle schoolers\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Middle schoolers are trying to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life.","status":"publish","parent":0,"modified":1633333888,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2174},"headData":{"title":"Making sense of the pandemic's effects on adolescents' minds - MindShift","description":"Middle schoolers are trying to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making sense of the pandemic's effects on adolescents' minds","datePublished":"2021-10-04T07:51:28.000Z","dateModified":"2021-10-04T07:51:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58577 https://ww2.kqed.org/mindshift/?p=58577","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/04/making-sense-of-the-pandemics-effects-on-adolescents-minds/","disqusTitle":"Making sense of the pandemic's effects on adolescents' minds","nprByline":"Reniqua Allen-Lamphere, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/58577/making-sense-of-the-pandemics-effects-on-adolescents-minds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Isabella Juma turned 13 on February 19, 2020, just weeks before Covid-19 changed the world forever. The first year of teenagerhood would have been a milestone any year, but for Isabella and her peers, a global pandemic, a contentious election and racial conflict forced them out of childhood abruptly.\u003c/p>\n\u003cp>Gone were the days when she could be just “happy” and “jolly,” she said. She matured, became cautious and started worrying about the years ahead.\u003c/p>\n\u003cfigure id=\"attachment_58585\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58585\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248.jpeg\" alt=\"\" width=\"200\" height=\"277\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248.jpeg 1612w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-800x1108.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1020x1413.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-160x222.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-768x1064.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1109x1536.jpeg 1109w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming-credit-Andrea-Juma-scaled-e1633333168248-1478x2048.jpeg 1478w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Isabella Juma and her peers are trying to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life: middle school. \u003ccite>(Courtesy of Andrea Juma )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“For my friends and me, I feel like it will just change the future. It will just change, really, our perspectives about life. We can’t always really be so carefree,” said Isabella, who attended a public middle school in Brooklyn last spring. “We really have to enjoy every second we have, because one day can be easily taken away by something small, like an illness, or something big, like a gunshot.”\u003c/p>\n\u003cp>Young people like Isabella, who headed to high school this fall, have had to try to make sense of the events of the last two years while navigating one of the most complex and frustrating times in anyone’s life — middle school.\u003c/p>\n\u003cp>Middle school is one of the most formative and sometimes chaotic periods of development, when adolescents begin to grapple seriously with who they are and their place in the world, all while dealing with hormonal and physical changes. Multiple crises that have left the nation reflecting on its own identity — as conversations around race, freedom, health, wokeness and death flood the news — have deepened the usual challenges for a generation of 10-to-14-year-olds.\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>Teenagers like Isabella feel not only more frustrated, depressed and hopeless than teenagers in past years, but also energized and optimistic about the future (according to a new \u003ca href=\"https://www.washingtonpost.com/dc-md-va/interactive/2021/teen-poll-racism-covid-politics/\">Washington Post\u003c/a> poll). No one has a crystal ball about how this generation of young people will be affected by these last two years — and race, class and other factors ensure that all tweens and teens have experienced the last few months differently.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/middle-school-is-often-difficult-try-experiencing-it-under-quarantine/\">Studies\u003c/a> have found that young teens are being challenged with mental health issues, social isolation and slipping grades now more than ever. They’ve also been exposed to more debates about diversity, racism and sexuality, while sickness and death surrounds them. Can history, science, and stories from young adolescents themselves give us insight about how all this might add up to shape this impressionable population?\u003c/p>\n\u003cp>Steven Mintz, a historian at the University of Texas at Austin and author of “Huck’s Raft: A History of American Childhood,” says that big traumatic events like the Great Depression leave “invisible scars” that can shape the character of a generation, even if individuals have different life circumstances. For example, the children that lived through the Great Depression worried about money as adults, he said. And before that, after World War I and the 1918 pandemic, there was a “revolution in morals and manners,” he said, in which many young women in particular defied their elders by bobbing their hair, wearing short skirts, taking up smoking and playing tennis as ways to assert their independence.\u003c/p>\n\u003cp>“That was really a reaction to this traumatic set of experiences of the ‘war to end all wars’ [and] this terrible pandemic that they went through,” he said.\u003c/p>\n\u003cp>“I think there’s a real possibility that young people might, I can’t predict, but they might be more hedonistic and more risk-taking and more rebellious in a hundred different ways because they’ve had enough of this lockdown,” said Mintz. “It wouldn’t surprise me if they’re a little like the kids of the 1920s who, you know, they just, they want to be wild and rebellious ’cause they’ve had enough of this and their adults let them down.”\u003c/p>\n\u003cp>Judith Warner, author of “And Then They Stopped Talking to Me: Making Sense of Middle School,” says the huge upheaval that typically marks middle school was exacerbated by the health and racial crises over the last few years, and likely traumatized and toughened kids. “It’s a moment when we are separating ourselves from our families of origin. We are becoming more independent at that point. That’s a very insecure moment of trying to figure out who you are and where you fit,” she said. “There was just a hardening, you know, on every level that we saw that was playing out with kids that age too.”\u003c/p>\n\u003cp>At the same time, loss and isolation “pulled them out of what has to be most important to people at that age, which is their social lives and their social world,” Warner said. “All of that was stunted.”\u003c/p>\n\u003cfigure id=\"attachment_58578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58578\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216.jpg\" alt=\"\" width=\"200\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216.jpg 1164w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-800x1434.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-1020x1828.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-160x287.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-768x1376.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-857x1536.jpg 857w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming1-credit-David-Thrasher-scaled-e1633332919216-1143x2048.jpg 1143w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The crises over the last two years have made Myra Thrasher feel scared. \u003ccite>(Courtesy of David Thrasher )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Amy Oelsner, who runs Girls Rock Bloomington, a music camp for girls and gender nonconforming preteens in Indiana, says she’s seen negative and positives among kids who attend her camp. “It just felt like they weren’t, you know, as carefree kids as much, which was kind of sad,” she said. “But at the same time, I felt that they were very resilient and very adaptable.”\u003c/p>\n\u003cp>Of course, the very notion of a “carefree” childhood reflects a more Westernized attitude, which doesn’t acknowledge the fact that young people often “grow up with heavy stuff that does not fit within the notion of childhood as being a ‘carefree’ existence,” said Kate Cairns, a childhood studies expert at Rutgers University-Camden. She cautions against making too many comparisons to past generations or predictions about what might become of this one.\u003c/p>\n\u003cp>If anything, she said, the experience of the last two years shows how systematic inequality impacts young people differently.\u003c/p>\n\u003cp>Warner, however, believes that it’s safe to predict that this group of middle schoolers will become more committed to social issues. “I feel like there’s the potential for this generation as a result of everything that they witnessed to become much more compassionate and socially engaged and empathetic,” she said.\u003c/p>\n\u003cp>The experiences of several young people reflected this sentiment.\u003c/p>\n\u003cp>“My dad watches a lot of CNN, so I see a lot of what’s happening, and it makes me really sad. Even though my skin is really white, I still felt really scared,” said 12-year-old Myra Thrasher who attended Girls Rock Bloomington. “I considered myself to be kind of like, at least a little empathetic, but also I was scared. I’m not really sure why\u003cem>, \u003c/em>but I kind of was. I didn’t really know what to expect because no one has ever been in anything like this. The whole world was basically chaos the entire time.”\u003c/p>\n\u003cp>Fadzai Gides, 11, lives in Bloomington and attends the same camp. The last year was hard, she said. She struggled to stay motivated in remote school and missed her friends. She began to become more cautious about people hugging her. George Floyd’s death and the flood of news showing people of color brutalized by police shook her, especially, as a person that identifies as biracial. “I was just really nervous. Even to, maybe, like go outside, to go to the pool,” said Gides. “I was like, I could, I could be like a victim of police brutality and that’s really scary.”\u003c/p>\n\u003cp>Isabella found herself exploring new career paths. Before, she said, “I just didn’t really know what career path I was going to choose. Now I want to go into the medical field, because I know that sometimes during protests there could be a couple of violent shootings. People do get hurt, and I do want to help those people,” she said.\u003c/p>\n\u003cp>“Last year I probably would have done something with the arts, like something to do with animation or drawing,” she added. “But now that I really kind of know more a bit about myself and about the world, I changed my mindset about that.”\u003c/p>\n\u003cfigure id=\"attachment_58581\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58581\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626-160x253.jpg\" alt=\"\" width=\"200\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Reniqua-Allen-Lamphere-Allen-Becoming2-credit-tbd-e1633332794626.jpg 676w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">George Floyd’s death and the flood of news showing people of color brutalized by police have shaken Fadzai Gides, 11. \u003ccite>(Courtesy of Anna Powell Denton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fadzai said that she too has begun to change her approach to life. “Before this, the world just seemed a lot smaller,” she said.\u003c/p>\n\u003cp>Fadzai said she confronts things that previously would have made her uncomfortable. “Now, I just like, instead of just like standing back, and not trying, not like taking a stand and trying to help a community ... I just want to jump into action and try to help people more.” This year, for example, she started a group with her friends that challenged her school’s curriculum around the teaching of sexual abuse because she did not believe that students were getting adequate information about the topic and how to report it. She believes she made a difference: Other young people got involved, and school administrators listened to their complaints and committed to making a change in the way the issue is taught.\u003c/p>\n\u003cp>Isabella also decided to become an activist for the first time after being frustrated by the presidential election. She said she became the youngest member of Teens Take Charge, a group that advocates for more educational equity in New York City. It helped give her a way to voice her frustrations. She understands that she can’t “just force the world to change automatically,” but learned that even incremental change is progress.\u003c/p>\n\u003cp>Both Isabella and Fadzai said that the pandemic taught them that they had to learn how to pay more attention to their mental health, something that remains important to them since the adults in their lives have sometimes checked out. “We really had to learn how to be there for each other when adults aren’t,” Fadzai said.\u003c/p>\n\u003cp>In April, Warner wrote an \u003ca href=\"https://www.nytimes.com/2021/04/11/health/pandemic-middle-school-mental-health.html\">article\u003c/a> arguing that middle schoolers will essentially be okay, and that the trials they’ve faced should be kept in perspective. In an interview, she argued that students who were home with their parents and were online with their friends and teachers were not suffering like those who are in solitary confinement or jail. She admits that, with learning at home, things were not the same for these kids in the last two years — “it’s not as good, it’s just not — [but] that’s not a comparable level of deprivation that would cause neural pathways not to be built,” she said.\u003c/p>\n\u003cp>Resilience is likely to be a shared characteristic of kids going through middle school now, said Mitchell Prinstein, chief scientist for the American Medical Association. “Middle school is a time when kids are trying on these new adult brains and learning how to use them,” he said. Middle schoolers don’t need our worry, he suggests, in fact, they might teach us all something about dealing with stress.\u003c/p>\n\u003cp>“They didn’t lose a year, they just lived a year in a world unlike most kids have to live in,” he said. “That could be good as well.”\u003c/p>\n\u003cp>Fadzai thinks this last year will have a “mixed impact” on her future. She discovered new passions like baking and playing the ukulele and guitar, but also had to worry about how things were impacting her friends and family — some of whom had never dealt with this kind of trauma.\u003c/p>\n\u003cp>“A lot of things that make me happy happened because of the pandemic, but also bad things,” she said. “So it’s also kind of made me a stronger person, although it’s brought a lot of bad things.”\u003c/p>\n\u003cp>In the end, Myra said, she is not worried about what kind of adults she and her friends may become. Instead, she is focused on the present. “I don’t know if anyone understood what was going on,” she said. “Most of us are still alive. I think that’s kind of what matters.”\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 about \u003c/em>\u003ca href=\"https://hechingerreport.org/middle-school-minds-figuring-out-who-you-are-in-the-midst-of-global-turmoil/\">\u003cem>middle schoolers\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58577/making-sense-of-the-pandemics-effects-on-adolescents-minds","authors":["byline_mindshift_58577"],"categories":["mindshift_21445"],"tags":["mindshift_21093","mindshift_20811","mindshift_767","mindshift_20865","mindshift_145"],"featImg":"mindshift_58582","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? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","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. 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