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FM","link":"/"}},"mindshift_63014":{"type":"posts","id":"mindshift_63014","meta":{"index":"posts_1591205157","site":"mindshift","id":"63014","score":null,"sort":[1706612418000]},"guestAuthors":[],"slug":"a-diverse-classroom-library-includes-and-respects-fat-characters-too","title":"A diverse classroom library includes and respects fat characters, too","publishDate":1706612418,"format":"standard","headTitle":"A diverse classroom library includes and respects fat characters, too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.","status":"publish","parent":0,"modified":1706548524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1098},"headData":{"title":"A diverse classroom library includes and respects fat characters, too | KQED","description":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \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\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\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\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","authors":["11721"],"categories":["mindshift_21512","mindshift_21280","mindshift_193"],"tags":["mindshift_21250","mindshift_20818","mindshift_21561","mindshift_20997","mindshift_843","mindshift_268","mindshift_20564","mindshift_21277","mindshift_20770","mindshift_96","mindshift_550","mindshift_825"],"featImg":"mindshift_63016","label":"mindshift"},"mindshift_58720":{"type":"posts","id":"mindshift_58720","meta":{"index":"posts_1591205157","site":"mindshift","id":"58720","score":null,"sort":[1636360539000]},"guestAuthors":[],"slug":"why-pe-matters-for-student-academics-and-wellness-right-now","title":"Why PE matters for student academics and wellness right now","publishDate":1636360539,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-pe-teachers-are-tackling-physical-learning-loss/\">\u003cem>PE teachers\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\u003cp>Amanda Amtmanis, an elementary physical education instructor in Middletown, Connecticut, handed out cards with QR codes to a class of third graders, and told them to start running.\u003c/p>\n\u003cp>The kids sprinted off around the baseball field in a light drizzle, but by the end of the first lap, a fifth of a mile, many were winded and walking. They paused to scan the cards, which track their mileage, on their teacher’s iPad and got some encouragement from an electronic coach — “Way to run your socks off!” or “Leave it all on the track!”\u003c/p>\n\u003cp>A boy in a red Nike shirt surged ahead, telling Amtmanis his goal was to run 5 miles. “Whoa, look at Dominic!” another boy exclaimed.\u003c/p>\n\u003cp>“We don’t need to compare ourselves to others,” Amtmanis reminded him.\u003c/p>\n\u003cfigure id=\"attachment_58725\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-58725 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A fifth grader scans a QR code card that tracks his running mileage. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The third graders finished a third lap, alternating running and walking, and were about to start on a scavenger hunt when the rain picked up, forcing them inside. Amtmanis thanked her students for their willingness to adjust — a skill many of them have practiced far more often than running these past 18 months.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The full impact of the pandemic on kids’ health and fitness won’t be known for some time. But it’s already caused at least a short-term spike in \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2783690?utm_campaign=articlePDF&utm_medium=articlePDFlink&utm_source=articlePDF&utm_content=jama.2021.15036\">childhood obesity\u003c/a> Rates of overweight and obesity in 5- through 11-year-olds rose nearly 10 percentage points in the first few months of 2020.\u003c/p>\n\u003cp>Amtmanis’ “mileage club,” which tracks students’ running, both in and out of school, and rewards them with Pokémon cards when they hit certain targets, is an example of how PE teachers around the country are trying to get kids back in shape.\u003c/p>\n\u003cp>But inclement weather isn’t the only thing PE teachers are up against as they confront what might be called “physical learning loss.” Physical education as a discipline has long fought to be taken as seriously as its academic counterparts. Even before the pandemic, fewer than \u003ca href=\"https://www.shapeamerica.org/advocacy/son/upload/shape-of-the-nation-infographic1.pdf\">half the states\u003c/a> set any minimum amount of time for students to participate in physical education, according to the Society of Health and Physical Educators (SHAPE), which represents PE and health instructors.\u003c/p>\n\u003cp>Now, as schools scramble to help kids catch up academically, there are signs that PE is taking a back seat to the core subjects yet again. In some California schools, administrators are shifting instructional minutes from PE to academic subjects — or canceling class altogether so PE teachers can sub for classroom teachers; in others, they’re growing class sizes in the gym, so they can shrink them in the classroom.\u003c/p>\n\u003cp>Meanwhile, innovative instructors like Amtmanis, who has worked in her district for more than 20 years, are struggling to get their ideas off the ground. Over the summer, the principal of Macdonough Elementary, one of two schools where Amtmanis teaches, approved her request to participate in another running program called The Daily Mile, in which kids walk or run 15 minutes a day during school hours.\u003c/p>\n\u003cp>Daily running breaks “boost attentiveness, which has positive effects on academics,” Amtmanis argued.\u003c/p>\n\u003cp>But two weeks into the school year, not a single teacher had bought into the idea.\u003c/p>\n\u003cp>“The issue is their packed schedule,” Amtmanis said.\u003c/p>\n\u003cp>Last year, many schools conducted gym class remotely, with students joining in from their bedrooms and living rooms.\u003c/p>\n\u003cp>The online format presented several challenges. Many students lacked the equipment, space, or parental support to participate fully. And many instructors grappled with how to teach and assess motor skills and teamwork online.\u003c/p>\n\u003cp>Though instructors found \u003ca href=\"https://hechingerreport.org/kids-are-shooting-hoops-with-rolled-up-socks-but-pandemic-phys-ed-is-not-cancelled/\">creative ways to keep students moving\u003c/a> — substituting rolled-up socks for balls, and “disguising fitness” in scavenger hunts and beat-the-teacher challenges — they still fretted that online gym wasn’t giving students the same benefits as in-person classes.\u003c/p>\n\u003cp>Compounding their concern was the fact that many students were also missing out on recess and extracurricular sports.\u003c/p>\n\u003cp>In a March 2021 \u003ca href=\"https://link.springer.com/epdf/10.1186/s12889-021-10545-x?sharing_token=ui-wbaHy2SbTtsoJXEPOwm_BpE1tBhCbnbw3BuzI2RM1aboLAUGnazRcnXea8sbbkng8EmA-rTgX2Py05VZsyMdgwZKEL8JOR344i7JDaP1EWZquEz9MeiWBHvXiNxyZMkI9qJvUWTZcFW0fD8iPN0kNNdBnX6Cr4UFu3AmDvS8%3D\">survey\u003c/a> conducted by the Cooper Institute, maker of the popular FitnessGram assessments, close to half the PE teachers and school and district administrators responding said their students were “significantly less” physically active during their schools’ closure than before it.\u003c/p>\n\u003cp>Schools that reopened last year faced their own set of challenges, including bans on shared equipment that made even a simple game of catch impossible. Schools that were open for in-person learning were also much more likely to cut back on PE instructional time, or eliminate it altogether, the survey found.\u003c/p>\n\u003cp>The consequences of these reductions in physical activity are hard to quantify, especially since many schools suspended fitness testing during the pandemic and have yet to resume it, but some PE teachers say they’re seeing more kids with locomotor delays and weaker stamina than normal.\u003c/p>\n\u003cp>“The second graders are like first graders, and some are even like kindergarteners,” said Robin Richardson, an elementary PE instructor in Kentucky. They can jump and hop, she said, but they can’t leap. They’re exhausted after 20 seconds of jumping jacks.\u003c/p>\n\u003cp>An unusually high number of Richardson’s first graders can’t skip or do windmills. Some lack the spatial awareness that’s essential to group games.\u003c/p>\n\u003cp>“They don’t know how to move without running into each other,” she said.\u003c/p>\n\u003cp>Other instructors are seeing an increase in cognitive issues, such as difficulty paying attention or following directions, particularly among kids who remained remote for most or all of last year.\u003c/p>\n\u003cp>Kyle Bragg, an elementary PE instructor in Arizona, has seen kids sitting with their backs to him, staring off into space when he’s talking. “I say ‘Knees, please,’ so they spin around to face me,” he said.\u003c/p>\n\u003cp>And some PE teachers say their students’ social-emotional skills have suffered more than their gross motor skills. “They forgot how to share; how to be nice to each other; how to relate to each other,” said Donn Tobin, an elementary PE instructor in New York.\u003c/p>\n\u003cp>PE has a key role to play in boosting those skills, which affect how kids interact in other classes, said Will Potter, an elementary PE teacher in California.\u003c/p>\n\u003cp>“We’re uniquely situated to handle the social-emotional needs that came out of the pandemic, in a way classroom teachers are not,” Potter said.\u003c/p>\n\u003cfigure id=\"attachment_58726\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58726 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-07-scaled-e1636359729788.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Amanda Amtmanis, the PE instructor at Macdonough Elementary, hands a fifth grader a card with a QR code for tracking her mileage. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Amtmanis, for her part, worries about her students’ mental health. She sees the little signs of strain daily — the kid who got upset because he couldn’t pick his group, for example, and the one who was distressed that his Mileage Club card had gotten mixed up in the front office.\u003c/p>\n\u003cp>“Their emotional reserves are low,” she said.\u003c/p>\n\u003cp>Yet not all instructors are reporting drops in their students’ fitness and skill development. Teachers in some middle- and upper-income districts said they haven’t noticed much of a change at all. In some communities, families seemed to spend more time outdoors.\u003c/p>\n\u003cp>“We saw the skyrocketing sale of bicycles, we saw families going for walks,” said Dianne Wilson-Graham, executive director of the California Physical Education and Health Project.\u003c/p>\n\u003cp>But in Title I schools like Macdonough, where more than half the students are low-income, some kids didn’t even have access to a safe place to exercise or play during school closures.\u003c/p>\n\u003cp>“Not only are they not in soccer leagues, but sometimes they don’t even have a park,” Amtmanis said.\u003c/p>\n\u003cp>Amtmanis came up with the idea of doing the Daily Mile after spring fitness tests revealed drops in her students’ strength, flexibility and endurance.\u003c/p>\n\u003cp>But many schools still aren’t sure how much physical learning loss their students have experienced as a result of the pandemic. Most schools pressed pause on fitness testing last year, and some elementary-school instructors are reluctant to restart it. They say the tests aren’t valid with young children, even in ordinary times, and argue the time they take could be better spent on Covid catch-up.\u003c/p>\n\u003cp>Andjelka Pavlovic, director of research and education for the Cooper Institute, said its tests are scientifically proven to be valid for students who are 10 and up, or roughly starting in fourth grade.\u003c/p>\n\u003cp>Fitness testing requirements vary by state, county or even district. Some states specify how often students must be tested; others leave it largely to the teacher.\u003c/p>\n\u003cp>Bragg, the Arizona teacher, said he has put testing “on the backburner” because “right now it’s not at the forefront of what’s important.”\u003c/p>\n\u003cp>Richardson said she is avoiding testing because she doesn’t want to use up precious instructional time or demoralize her students. “I want my kids to enjoy movement,” she said. If they perform poorly on the tests, “they may not feel as strong.”\u003c/p>\n\u003cp>In Connecticut, where schools are required to test fourth graders’ fitness annually, Amtmanis approached testing cautiously last year. She didn’t want to embarrass her students, so she made it into a series of games.\u003c/p>\n\u003cp>Instead of Sit-and-Reach, they had a “flexibility contest,” in which kids broke into teams for tag then had to perform stretches if they were tagged. She measured the distances stretched with curling ribbon, tied the ribbons together, and attached a balloon to the end. The team whose balloon soared the highest won fidget putty.\u003c/p>\n\u003cp>Pushups became a Bingo game, with the center space representing pushups.\u003c/p>\n\u003cp>“My goal was to get through it without ever using the words ‘fitness” or ‘testing,’” she said.\u003c/p>\n\u003cp>As the pandemic drags on, some instructors are taking a similar approach to fitness remediation and acceleration.\u003c/p>\n\u003cp>Bragg likes a warmup called “\u003ca href=\"https://www.youtube.com/watch?v=86vTR7qc53M\">Touch Spots\u003c/a>,” in which first graders listen as the instructor reads off the name of a color, then run and touch a corresponding dot on the floor. It works on reaction time, cardiovascular endurance, spatial awareness and sequencing — but the kids don’t know that.\u003c/p>\n\u003cp>“Students are having so much fun that they don’t realize how much fitness they are doing,” Bragg said.\u003c/p>\n\u003cp>Differentiation — tailoring instruction to meet individual students’ needs — has become even more essential, with former remote learners often lagging behind their in-person peers, Bragg said.\u003c/p>\n\u003cp>When playing catch, for example, he offers his students different sized balls — the smaller ones are more challenging.\u003c/p>\n\u003cp>Potter, the California teacher, spent the first two weeks of school teaching his students how to connect with their partners, stressing the importance of eye contact and body language.\u003c/p>\n\u003cp>“When you’re on Zoom, you look at the camera to make eye contact,” he said. “It’s a very different environment.”\u003c/p>\n\u003cp>Bragg reminds his students how to include kids who are standing on the sidelines, modeling excited body language and tone of voice. Lately, he’s noticed that kids who were remote last year are being excluded from groups.\u003c/p>\n\u003cp>“Social interaction needs to be practiced, just like how to throw a ball,” he said.\u003c/p>\n\u003cp>Richardson, the Kentucky PE teacher, is trying to build up her students’ stamina gradually, through progressively longer intervals of exercise.\u003c/p>\n\u003cp>But she works in a school with pods, so she sees each group of kids for five consecutive days, every third week. The two weeks in between, she has to hope that teachers will provide recess and “movement breaks.” She’s trying to get them to give kids breaks “when they get glassy-eyed and frustrated.”\u003c/p>\n\u003cp>Recently, Richardson was at a staff training session at which depleted teachers were “popping candy in the back.” When she raised her hand and requested a break in the training, her colleagues cheered. She told them to remember how they felt when their students return to the building.\u003c/p>\n\u003cp>“I always say, ‘If your bum is numb, your brain is the same,’” she said.\u003c/p>\n\u003cp>Convincing classroom teachers to set aside more time for movement can be challenging, though. As students return from months of online learning, teachers are under enormous pressure to get them caught up academically.\u003c/p>\n\u003cp>Kate Cox, an elementary and middle-school PE teacher in California, wishes schools would “realize what they’re missing when they cut PE because of learning loss in other areas.” Physical education is “readying their minds and bodies to be more successful in other areas,” Cox said.\u003c/p>\n\u003cp>Terri Drain, the president of SHAPE, argued that schools fail students when they treat physical learning loss as less serious than its academic counterpart.\u003c/p>\n\u003cp>“In the primary grades, children develop fundamental motor skills, such as throwing, catching, running, kicking and jumping,” she said. Unless schools commit to helping kids catch up, “the impacts of this ‘missed learning’ will be lifelong.”\u003c/p>\n\u003cfigure id=\"attachment_58724\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58724 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Amtmanis, a 20-year veteran of the Middletown school district in Connecticut, is using running to help her students get back in shape. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Connecticut, Amtmanis hasn’t given up on convincing teachers to carve out time for the Daily Mile. She recently sent them a list of suggestions on how to fit 15 minutes of running into the day, including by incorporating it as an active transition between academic blocks.\u003c/p>\n\u003cp>“While it may seem like there aren’t minutes to spare,” she wrote, “the energizing effect of the active transition should result in more on-task behavior and more efficient working.”\u003c/p>\n\u003cp>In the meantime, Amtmanis plans to keep using the mileage club to motivate her students to run and to monitor their progress.\u003c/p>\n\u003cp>“I don’t want to call attention to the fact that not everyone is fit,” she said. “This is an unobtrusive way to keep the data.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-pe-teachers-are-tackling-physical-learning-loss/\">\u003cem>PE teachers\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":"The pandemic caused a spike in childhood obesity But now, as schools scramble to catch kids up academically, there are signs that PE is taking a back seat to the core subjects yet again.","status":"publish","parent":0,"modified":1636360539,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":69,"wordCount":2486},"headData":{"title":"Why PE matters for student academics and wellness right now - MindShift","description":"The pandemic caused a spike in childhood obesity But now, as schools scramble to catch kids up academically, there are signs that PE is taking a back seat to the core subjects yet again.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58720 https://ww2.kqed.org/mindshift/?p=58720","disqusUrl":"https://ww2.kqed.org/mindshift/2021/11/08/why-pe-matters-for-student-academics-and-wellness-right-now/","disqusTitle":"Why PE matters for student academics and wellness right now","nprByline":"Kelly Field, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","path":"/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-pe-teachers-are-tackling-physical-learning-loss/\">\u003cem>PE teachers\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\u003cp>Amanda Amtmanis, an elementary physical education instructor in Middletown, Connecticut, handed out cards with QR codes to a class of third graders, and told them to start running.\u003c/p>\n\u003cp>The kids sprinted off around the baseball field in a light drizzle, but by the end of the first lap, a fifth of a mile, many were winded and walking. They paused to scan the cards, which track their mileage, on their teacher’s iPad and got some encouragement from an electronic coach — “Way to run your socks off!” or “Leave it all on the track!”\u003c/p>\n\u003cp>A boy in a red Nike shirt surged ahead, telling Amtmanis his goal was to run 5 miles. “Whoa, look at Dominic!” another boy exclaimed.\u003c/p>\n\u003cp>“We don’t need to compare ourselves to others,” Amtmanis reminded him.\u003c/p>\n\u003cfigure id=\"attachment_58725\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-58725 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-09-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A fifth grader scans a QR code card that tracks his running mileage. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The third graders finished a third lap, alternating running and walking, and were about to start on a scavenger hunt when the rain picked up, forcing them inside. Amtmanis thanked her students for their willingness to adjust — a skill many of them have practiced far more often than running these past 18 months.\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 full impact of the pandemic on kids’ health and fitness won’t be known for some time. But it’s already caused at least a short-term spike in \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2783690?utm_campaign=articlePDF&utm_medium=articlePDFlink&utm_source=articlePDF&utm_content=jama.2021.15036\">childhood obesity\u003c/a> Rates of overweight and obesity in 5- through 11-year-olds rose nearly 10 percentage points in the first few months of 2020.\u003c/p>\n\u003cp>Amtmanis’ “mileage club,” which tracks students’ running, both in and out of school, and rewards them with Pokémon cards when they hit certain targets, is an example of how PE teachers around the country are trying to get kids back in shape.\u003c/p>\n\u003cp>But inclement weather isn’t the only thing PE teachers are up against as they confront what might be called “physical learning loss.” Physical education as a discipline has long fought to be taken as seriously as its academic counterparts. Even before the pandemic, fewer than \u003ca href=\"https://www.shapeamerica.org/advocacy/son/upload/shape-of-the-nation-infographic1.pdf\">half the states\u003c/a> set any minimum amount of time for students to participate in physical education, according to the Society of Health and Physical Educators (SHAPE), which represents PE and health instructors.\u003c/p>\n\u003cp>Now, as schools scramble to help kids catch up academically, there are signs that PE is taking a back seat to the core subjects yet again. In some California schools, administrators are shifting instructional minutes from PE to academic subjects — or canceling class altogether so PE teachers can sub for classroom teachers; in others, they’re growing class sizes in the gym, so they can shrink them in the classroom.\u003c/p>\n\u003cp>Meanwhile, innovative instructors like Amtmanis, who has worked in her district for more than 20 years, are struggling to get their ideas off the ground. Over the summer, the principal of Macdonough Elementary, one of two schools where Amtmanis teaches, approved her request to participate in another running program called The Daily Mile, in which kids walk or run 15 minutes a day during school hours.\u003c/p>\n\u003cp>Daily running breaks “boost attentiveness, which has positive effects on academics,” Amtmanis argued.\u003c/p>\n\u003cp>But two weeks into the school year, not a single teacher had bought into the idea.\u003c/p>\n\u003cp>“The issue is their packed schedule,” Amtmanis said.\u003c/p>\n\u003cp>Last year, many schools conducted gym class remotely, with students joining in from their bedrooms and living rooms.\u003c/p>\n\u003cp>The online format presented several challenges. Many students lacked the equipment, space, or parental support to participate fully. And many instructors grappled with how to teach and assess motor skills and teamwork online.\u003c/p>\n\u003cp>Though instructors found \u003ca href=\"https://hechingerreport.org/kids-are-shooting-hoops-with-rolled-up-socks-but-pandemic-phys-ed-is-not-cancelled/\">creative ways to keep students moving\u003c/a> — substituting rolled-up socks for balls, and “disguising fitness” in scavenger hunts and beat-the-teacher challenges — they still fretted that online gym wasn’t giving students the same benefits as in-person classes.\u003c/p>\n\u003cp>Compounding their concern was the fact that many students were also missing out on recess and extracurricular sports.\u003c/p>\n\u003cp>In a March 2021 \u003ca href=\"https://link.springer.com/epdf/10.1186/s12889-021-10545-x?sharing_token=ui-wbaHy2SbTtsoJXEPOwm_BpE1tBhCbnbw3BuzI2RM1aboLAUGnazRcnXea8sbbkng8EmA-rTgX2Py05VZsyMdgwZKEL8JOR344i7JDaP1EWZquEz9MeiWBHvXiNxyZMkI9qJvUWTZcFW0fD8iPN0kNNdBnX6Cr4UFu3AmDvS8%3D\">survey\u003c/a> conducted by the Cooper Institute, maker of the popular FitnessGram assessments, close to half the PE teachers and school and district administrators responding said their students were “significantly less” physically active during their schools’ closure than before it.\u003c/p>\n\u003cp>Schools that reopened last year faced their own set of challenges, including bans on shared equipment that made even a simple game of catch impossible. Schools that were open for in-person learning were also much more likely to cut back on PE instructional time, or eliminate it altogether, the survey found.\u003c/p>\n\u003cp>The consequences of these reductions in physical activity are hard to quantify, especially since many schools suspended fitness testing during the pandemic and have yet to resume it, but some PE teachers say they’re seeing more kids with locomotor delays and weaker stamina than normal.\u003c/p>\n\u003cp>“The second graders are like first graders, and some are even like kindergarteners,” said Robin Richardson, an elementary PE instructor in Kentucky. They can jump and hop, she said, but they can’t leap. They’re exhausted after 20 seconds of jumping jacks.\u003c/p>\n\u003cp>An unusually high number of Richardson’s first graders can’t skip or do windmills. Some lack the spatial awareness that’s essential to group games.\u003c/p>\n\u003cp>“They don’t know how to move without running into each other,” she said.\u003c/p>\n\u003cp>Other instructors are seeing an increase in cognitive issues, such as difficulty paying attention or following directions, particularly among kids who remained remote for most or all of last year.\u003c/p>\n\u003cp>Kyle Bragg, an elementary PE instructor in Arizona, has seen kids sitting with their backs to him, staring off into space when he’s talking. “I say ‘Knees, please,’ so they spin around to face me,” he said.\u003c/p>\n\u003cp>And some PE teachers say their students’ social-emotional skills have suffered more than their gross motor skills. “They forgot how to share; how to be nice to each other; how to relate to each other,” said Donn Tobin, an elementary PE instructor in New York.\u003c/p>\n\u003cp>PE has a key role to play in boosting those skills, which affect how kids interact in other classes, said Will Potter, an elementary PE teacher in California.\u003c/p>\n\u003cp>“We’re uniquely situated to handle the social-emotional needs that came out of the pandemic, in a way classroom teachers are not,” Potter said.\u003c/p>\n\u003cfigure id=\"attachment_58726\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58726 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-07-scaled-e1636359729788.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Amanda Amtmanis, the PE instructor at Macdonough Elementary, hands a fifth grader a card with a QR code for tracking her mileage. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Amtmanis, for her part, worries about her students’ mental health. She sees the little signs of strain daily — the kid who got upset because he couldn’t pick his group, for example, and the one who was distressed that his Mileage Club card had gotten mixed up in the front office.\u003c/p>\n\u003cp>“Their emotional reserves are low,” she said.\u003c/p>\n\u003cp>Yet not all instructors are reporting drops in their students’ fitness and skill development. Teachers in some middle- and upper-income districts said they haven’t noticed much of a change at all. In some communities, families seemed to spend more time outdoors.\u003c/p>\n\u003cp>“We saw the skyrocketing sale of bicycles, we saw families going for walks,” said Dianne Wilson-Graham, executive director of the California Physical Education and Health Project.\u003c/p>\n\u003cp>But in Title I schools like Macdonough, where more than half the students are low-income, some kids didn’t even have access to a safe place to exercise or play during school closures.\u003c/p>\n\u003cp>“Not only are they not in soccer leagues, but sometimes they don’t even have a park,” Amtmanis said.\u003c/p>\n\u003cp>Amtmanis came up with the idea of doing the Daily Mile after spring fitness tests revealed drops in her students’ strength, flexibility and endurance.\u003c/p>\n\u003cp>But many schools still aren’t sure how much physical learning loss their students have experienced as a result of the pandemic. Most schools pressed pause on fitness testing last year, and some elementary-school instructors are reluctant to restart it. They say the tests aren’t valid with young children, even in ordinary times, and argue the time they take could be better spent on Covid catch-up.\u003c/p>\n\u003cp>Andjelka Pavlovic, director of research and education for the Cooper Institute, said its tests are scientifically proven to be valid for students who are 10 and up, or roughly starting in fourth grade.\u003c/p>\n\u003cp>Fitness testing requirements vary by state, county or even district. Some states specify how often students must be tested; others leave it largely to the teacher.\u003c/p>\n\u003cp>Bragg, the Arizona teacher, said he has put testing “on the backburner” because “right now it’s not at the forefront of what’s important.”\u003c/p>\n\u003cp>Richardson said she is avoiding testing because she doesn’t want to use up precious instructional time or demoralize her students. “I want my kids to enjoy movement,” she said. If they perform poorly on the tests, “they may not feel as strong.”\u003c/p>\n\u003cp>In Connecticut, where schools are required to test fourth graders’ fitness annually, Amtmanis approached testing cautiously last year. She didn’t want to embarrass her students, so she made it into a series of games.\u003c/p>\n\u003cp>Instead of Sit-and-Reach, they had a “flexibility contest,” in which kids broke into teams for tag then had to perform stretches if they were tagged. She measured the distances stretched with curling ribbon, tied the ribbons together, and attached a balloon to the end. The team whose balloon soared the highest won fidget putty.\u003c/p>\n\u003cp>Pushups became a Bingo game, with the center space representing pushups.\u003c/p>\n\u003cp>“My goal was to get through it without ever using the words ‘fitness” or ‘testing,’” she said.\u003c/p>\n\u003cp>As the pandemic drags on, some instructors are taking a similar approach to fitness remediation and acceleration.\u003c/p>\n\u003cp>Bragg likes a warmup called “\u003ca href=\"https://www.youtube.com/watch?v=86vTR7qc53M\">Touch Spots\u003c/a>,” in which first graders listen as the instructor reads off the name of a color, then run and touch a corresponding dot on the floor. It works on reaction time, cardiovascular endurance, spatial awareness and sequencing — but the kids don’t know that.\u003c/p>\n\u003cp>“Students are having so much fun that they don’t realize how much fitness they are doing,” Bragg said.\u003c/p>\n\u003cp>Differentiation — tailoring instruction to meet individual students’ needs — has become even more essential, with former remote learners often lagging behind their in-person peers, Bragg said.\u003c/p>\n\u003cp>When playing catch, for example, he offers his students different sized balls — the smaller ones are more challenging.\u003c/p>\n\u003cp>Potter, the California teacher, spent the first two weeks of school teaching his students how to connect with their partners, stressing the importance of eye contact and body language.\u003c/p>\n\u003cp>“When you’re on Zoom, you look at the camera to make eye contact,” he said. “It’s a very different environment.”\u003c/p>\n\u003cp>Bragg reminds his students how to include kids who are standing on the sidelines, modeling excited body language and tone of voice. Lately, he’s noticed that kids who were remote last year are being excluded from groups.\u003c/p>\n\u003cp>“Social interaction needs to be practiced, just like how to throw a ball,” he said.\u003c/p>\n\u003cp>Richardson, the Kentucky PE teacher, is trying to build up her students’ stamina gradually, through progressively longer intervals of exercise.\u003c/p>\n\u003cp>But she works in a school with pods, so she sees each group of kids for five consecutive days, every third week. The two weeks in between, she has to hope that teachers will provide recess and “movement breaks.” She’s trying to get them to give kids breaks “when they get glassy-eyed and frustrated.”\u003c/p>\n\u003cp>Recently, Richardson was at a staff training session at which depleted teachers were “popping candy in the back.” When she raised her hand and requested a break in the training, her colleagues cheered. She told them to remember how they felt when their students return to the building.\u003c/p>\n\u003cp>“I always say, ‘If your bum is numb, your brain is the same,’” she said.\u003c/p>\n\u003cp>Convincing classroom teachers to set aside more time for movement can be challenging, though. As students return from months of online learning, teachers are under enormous pressure to get them caught up academically.\u003c/p>\n\u003cp>Kate Cox, an elementary and middle-school PE teacher in California, wishes schools would “realize what they’re missing when they cut PE because of learning loss in other areas.” Physical education is “readying their minds and bodies to be more successful in other areas,” Cox said.\u003c/p>\n\u003cp>Terri Drain, the president of SHAPE, argued that schools fail students when they treat physical learning loss as less serious than its academic counterpart.\u003c/p>\n\u003cp>“In the primary grades, children develop fundamental motor skills, such as throwing, catching, running, kicking and jumping,” she said. Unless schools commit to helping kids catch up, “the impacts of this ‘missed learning’ will be lifelong.”\u003c/p>\n\u003cfigure id=\"attachment_58724\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58724 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/backtope-19-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Amtmanis, a 20-year veteran of the Middletown school district in Connecticut, is using running to help her students get back in shape. \u003ccite>(Yunuen Bonaparte for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Connecticut, Amtmanis hasn’t given up on convincing teachers to carve out time for the Daily Mile. She recently sent them a list of suggestions on how to fit 15 minutes of running into the day, including by incorporating it as an active transition between academic blocks.\u003c/p>\n\u003cp>“While it may seem like there aren’t minutes to spare,” she wrote, “the energizing effect of the active transition should result in more on-task behavior and more efficient working.”\u003c/p>\n\u003cp>In the meantime, Amtmanis plans to keep using the mileage club to motivate her students to run and to monitor their progress.\u003c/p>\n\u003cp>“I don’t want to call attention to the fact that not everyone is fit,” she said. “This is an unobtrusive way to keep the data.”\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/how-pe-teachers-are-tackling-physical-learning-loss/\">\u003cem>PE teachers\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/58720/why-pe-matters-for-student-academics-and-wellness-right-now","authors":["byline_mindshift_58720"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20770","mindshift_21057"],"featImg":"mindshift_58721","label":"mindshift"},"mindshift_58357":{"type":"posts","id":"mindshift_58357","meta":{"index":"posts_1591205157","site":"mindshift","id":"58357","score":null,"sort":[1629271513000]},"guestAuthors":[],"slug":"why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids","title":"Why Focusing on Healthy Habits, Not Weight Gain, Can Better Help Kids","publishDate":1629271513,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's a conversation I've had with many of my fellow parents in recent months, as our children have reunited at park play dates, and soccer matches: We've noticed our kids put on some extra weight during this pandemic, and we're not sure what, if anything, we should do about it.\u003c/p>\n\u003cp>\"You are not alone,\" says Dr. Sandra Hassink, medical director of the American Academy of Pediatrics Institute for Healthy Childhood Weight. \"This is happening to many, many people.\" She says the pandemic created \"the perfect storm for having issues with weight gain,\" with its mass disruption of school, sleep and physical activity schedules, as well as stress and social isolation.\u003c/p>\n\u003cp>\"I think everybody's shifting upward,\" she adds. \"Kids that were in the healthy weight range are shifting upward. Children with obesity are shifting upward and children with severe obesity are shifting upward.\"\u003c/p>\n\u003cp>Weight is an incredibly fraught topic — and an imperfect indicator of health. As parents, a kid's sudden weight gain can be hard to know how to tackle.\u003c/p>\n\u003cp>The last thing we'd want is to set the stage for poor body image or eating disorders for our children. \"If we focus on weight, that can cause so many other problems,\" says \u003ca href=\"https://sunnysideupnutrition.com/annalutz/\">Anna Lutz\u003c/a>, a registered dietitian in Raleigh, N.C., who specializes in family feeding issues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, Lutz and other experts say parents should focus on they're supporting healthy habits in their kids. Here are what doctors and specialists who work with kids say about what to do — and not to do — to get your family back on track.\u003c/p>\n\u003ch2>Do: Check in with your pediatrician to see whether the weight gain is outside the norm\u003c/h2>\n\u003cp>A pediatrician can help assess whether your child's weight gain is just part of their normal growth pattern, says Lutz.\u003c/p>\n\u003cp>Kids grow at different rates, and healthy kids come in all shapes and sizes, she explains. \"But where we might get concerned is when a child veers off of their growth pattern significantly.\" So, for instance, a kid who has been growing consistently along the 25th percentile and then suddenly jumps to the 90th, that might be a signal that something's going on.\u003c/p>\n\u003cp>If so, the pediatrician may suggest ways to slow the rate of weight gain so that a kid's height can catch up, Hassink adds.\u003c/p>\n\u003cp>Your child's doctor might also want to make sure that a child isn't developing health problems like elevated cholesterol, fatty liver disease or sleep apnea. Or, a sudden jump in weight could be a signal of other health issues. \"There could be something going on emotionally that's interfering with someone's eating or movement. It could be a change in medication,\" says Lutz.\u003c/p>\n\u003cp>\"A lot of things happened during COVID to maybe make us a little less healthy,\" says Hassink. She recommends that parents assess their family routines and figure out what got out of whack during the pandemic.\u003c/p>\n\u003ch2>Don't: Tell kids there's something wrong with their weight\u003c/h2>\n\u003cp>When you're talking to kids, focus on healthy habits, not weight, experts say. This is important because weight isn't as easily changed as behaviors, and \"we are not all supposed to look the same,\" says Lutz. \"Bodies do come in all shapes and sizes and bodies change over time.\"\u003c/p>\n\u003cp>Focusing on a number on the scale might lead a child to develop poor body image, says Lutz.\u003c/p>\n\u003cp>\"When we start to send our children the message that there's something wrong with their body, we're setting them up for all these health concerns and emotional concerns, self-esteem problems,\" she says. \"Really, focusing on behaviors is what supports health.\"\u003c/p>\n\u003cp>And ultimately, the goal is to foster healthy habits in children that they'll maintain throughout their lives, says Hassink.\u003c/p>\n\u003cp>\"This isn't a 10-week program. We're really aiming for these patterns that will start now and go across their lifespan.\" And it's about more than weight — good nutrition and physical activity are also key to preventing chronic illness, she says.\u003c/p>\n\u003cp>Sleep, regular meal times and physical activity are a good place to start.\u003c/p>\n\u003ch2>Do: Get bedtimes back on track\u003c/h2>\n\u003cp>In the chaos of the pandemic, and during summer breaks, sleep and wakeup times slid later and later for lots of kids, says \u003ca href=\"https://childrensnational.org/research/people/nazrat-mirza\">Dr. Nazrat Mirza\u003c/a>, medical director of the pediatric weight management clinic at Children's National Hospital in Washington, D.C.\u003c/p>\n\u003cp>\"I've had kids [going to sleep] at 1 a.m., 2 a.m., 3 a.m., 4 a.m. And then they nap during the day,\" she says — instead of engaging in physical activity. Research has linked regular, adequate sleep to improved mental and physical health in kids. \"So sleep is equally important,\" as nutrition and exercise, she says.\u003c/p>\n\u003cp>If sleep routines have become a problem in your household, Hassink suggests trying to move kids' bedtimes back by 15 minutes every two or three nights. Do the same thing with wake-up times, moving them 15 minutes earlier every few mornings, she says. \"Work your way back into a sleep routine that matches what you're going to need for school.\"\u003c/p>\n\u003ch2>Don't: Put your kids on a diet.\u003c/h2>\n\u003cp>Clinicians who work with kids are unanimous on this count: Restrictive eating is not for kids. \"We know that children and adolescents that engage in dieting behaviors are more likely to develop eating disorders,\" says Lutz.\u003c/p>\n\u003cp>And restrictive diets can also backfire. \"In the long run it actually leads to increased weight gain,\" she says, and it can set someone up for gaining and losing weight over and over again, which can have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6489475/\">health consequences\u003c/a> of its own.\u003c/p>\n\u003ch2>Do: Create more structure around meal times.\u003c/h2>\n\u003cp>All-day-long, unsupervised grazing became a habit in many households in the early days of the pandemic — even for trained experts — as many parents found themselves on constant work Zooms.\u003c/p>\n\u003cp>\"It was sort of this buffet-style experience where they were noshing throughout the day,\" says Stacey Rosenfeld, a Miami-based psychologist who specializes in eating disorders. This was the case with her kids, twin 7-year-old boys, one of whom ended up gaining 20 pounds in six months.\u003c/p>\n\u003cp>As things calmed down, Rosenfeld decided it was time for a reset, including getting back to more structured eating. While putting kids on a restricted diet can lead to unintended consequences, creating and sticking to set meal and snack times can help kids regulate their appetites and develop sensible eating habits, experts say.\u003c/p>\n\u003cp>\"If a child's not sure if dinner is going to be five o'clock or eight o'clock and they get hungry at 4:30, they might just reach for a snack, not knowing exactly when dinner is coming,\" Hassink says. \"So regular meal and snack times of eating together is a very positive health behavior.\"\u003c/p>\n\u003cp>Lutz and Rosenfeld both embrace an approach known as the \u003ca href=\"https://www.ellynsatterinstitute.org/how-to-feed/the-division-of-responsibility-in-feeding/\">division of responsibility in feeding\u003c/a>: Basically, your job as a parent is to decide when and what kids eat, offering them a variety of healthful foods. The kids' job is to decide whether and how much to eat — so don't force them to clean their plate and don't be a short-order cook.\u003c/p>\n\u003cp>\"Provide the food, take a deep breath and let them listen to their body. Let them do their jobs,\" Lutz says. Ultimately, she says, you want to raise kids who are mindful eaters, in touch with their hunger and fullness.\u003c/p>\n\u003ch2>Do: Build movement breaks into the day.\u003c/h2>\n\u003cp>The pandemic has had us all glued to screens. Break up all that sitting — and cut back on screen time — with small and frequent bouts of movement, Hassink says. That could be a quick game of tag or an outdoor playdate or walking to the corner store with mom or dad.\u003c/p>\n\u003cp>Family walks are always a good idea. If you have a kid that is less than enthused about joining you for a stroll, Hassink has some suggestions. For smaller kids, she says a star chart might work. Give them a star for every walk they complete each day, and at the end of the week, they get to pick a fun family activity for you all to do.\u003c/p>\n\u003cp>For older kids, she suggests having them invite a friend over to play or join you in a family outing, such as a family bike ride. You could sign the kids up for an activity like soccer or swimming, pandemic permitting. Or take your child along for an errand and park far. \"The focus is on getting kids moving again,\" Hassink says, adding, \"Any activity is better than sitting at your computer or watching a screen.\"\u003c/p>\n\u003ch2>Don't: Try to overhaul everything all at once.\u003c/h2>\n\u003cp>It takes energy to make change, and tackling too many changes at once can be overwhelming, Hassink advises. Instead, pick one or two changes you want to make at first to get your family back to healthy habits.\u003c/p>\n\u003cp>\"If you take the first step and then you succeed at that, it gives you energy\" to keep moving in the right direction, she says.\u003c/p>\n\u003ch2>Do: Make changes as a family.\u003c/h2>\n\u003cp>No matter what changes you make, make sure you make them for the whole family, experts advise. Why? For starters, you need the support of the people around you, says Hassink. \"If you're living in the midst of your family and you're the only one trying to make the change or having to make the change, it's not going to work.\"\u003c/p>\n\u003cp>Even if you have multiple children, but only one child gained weight, don't single them out, says Rosenfeld. \"I hear so many stories about that backfiring,\" she says, \"stories of kids who say, 'I was the heavier person or I gained weight, and so I wasn't allowed to have desserts and my sibling or siblings were.' Or 'I had to do this exercise.' And I think that can be so damaging.\"\u003c/p>\n\u003cp>If the goal is to raise healthy children, then the changes you adopt should apply to everyone in the family, she says. She often encourages parents to ask themselves, \"Would I do this if my child were thin? And I use that as a litmus [test].\"\u003c/p>\n\u003ch2>Do: Have compassion for yourself, and model it for your kids.\u003c/h2>\n\u003cp>We've all been through an incredibly stressful and exhausting year and a half, and it's not over. And some families, particularly in low-income communities of color, have been especially hard hit by this pandemic, experiencing job losses, food and housing insecurity, as well as higher rates of COVID-19. All of these things can make it harder to get back on track with healthy habits.\u003c/p>\n\u003cp>\"We have to show ourselves a little compassion and realize we're going to work our way out of this, and it's not going to happen with a snap of the fingers,\" says Hassink.\u003c/p>\n\u003cp>That compassion is something we should also foster in our children. Even if your kid didn't gain excess weight, teach them not to tease others. Pediatrician Mirza says she's hearing these fears from her patients. \"We're having children who are scared to go back to school because they now realize that they have changed and they don't want to meet their classmates,\" she says.\u003c/p>\n\u003cp>If you hear these fears from your kid, experts say encourage them to talk about it. Validate their feelings and help them think ahead. If this happens to them, how will they respond?\u003c/p>\n\u003cp>Ultimately, \"we want to be building our kids up. We want to be focusing on who they are outside of their bodies,\" says Rosenfeld.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We've survived this very serious time in our history,\" says Lutz. \"And if that meant that people gained more weight than they would have, it's a body's way of surviving.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Focus+On+Kids%27+Weight+Gain.+Focus+On+Healthy+Habits+Instead&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many parents have seen their kids' weight go up after months of disrupted schedules and excess screen time. Here's how to respond, without causing new problems, like body image issues.","status":"publish","parent":0,"modified":1629271615,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2016},"headData":{"title":"Why Focusing on Healthy Habits, Not Weight Gain, Can Better Help Kids - MindShift","description":"Many parents have seen their kids' weight go up after months of disrupted schedules and excess screen time. Here's how to respond, without causing new problems, like body image issues.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58357 https://ww2.kqed.org/mindshift/?p=58357","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/18/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids/","disqusTitle":"Why Focusing on Healthy Habits, Not Weight Gain, Can Better Help Kids","nprByline":"Maria Godoy","nprImageAgency":"Janice Chang for NPR","nprStoryId":"1025121359","nprApiLink":"http://api.npr.org/query?id=1025121359&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2021/08/16/1025121359/dont-focus-on-kids-weight-gain-focus-on-healthy-habits-instead?ft=nprml&f=1025121359","nprRetrievedStory":"1","nprPubDate":"Mon, 16 Aug 2021 10:02:00 -0400","nprStoryDate":"Mon, 16 Aug 2021 05:00:23 -0400","nprLastModifiedDate":"Mon, 16 Aug 2021 10:02:10 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/08/20210816_lifekit_life_kit_x_me_-_kids_weight_gain_during_pandemic__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=622&story=1025121359&ft=nprml&f=1025121359","nprAudioM3u":"http://api.npr.org/m3u/11028075695-fb768b.m3u?orgId=1&topicId=1128&aggIds=676529561&d=622&story=1025121359&ft=nprml&f=1025121359","path":"/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/08/20210816_lifekit_life_kit_x_me_-_kids_weight_gain_during_pandemic__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=622&story=1025121359&ft=nprml&f=1025121359","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a conversation I've had with many of my fellow parents in recent months, as our children have reunited at park play dates, and soccer matches: We've noticed our kids put on some extra weight during this pandemic, and we're not sure what, if anything, we should do about it.\u003c/p>\n\u003cp>\"You are not alone,\" says Dr. Sandra Hassink, medical director of the American Academy of Pediatrics Institute for Healthy Childhood Weight. \"This is happening to many, many people.\" She says the pandemic created \"the perfect storm for having issues with weight gain,\" with its mass disruption of school, sleep and physical activity schedules, as well as stress and social isolation.\u003c/p>\n\u003cp>\"I think everybody's shifting upward,\" she adds. \"Kids that were in the healthy weight range are shifting upward. Children with obesity are shifting upward and children with severe obesity are shifting upward.\"\u003c/p>\n\u003cp>Weight is an incredibly fraught topic — and an imperfect indicator of health. As parents, a kid's sudden weight gain can be hard to know how to tackle.\u003c/p>\n\u003cp>The last thing we'd want is to set the stage for poor body image or eating disorders for our children. \"If we focus on weight, that can cause so many other problems,\" says \u003ca href=\"https://sunnysideupnutrition.com/annalutz/\">Anna Lutz\u003c/a>, a registered dietitian in Raleigh, N.C., who specializes in family feeding issues.\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>Instead, Lutz and other experts say parents should focus on they're supporting healthy habits in their kids. Here are what doctors and specialists who work with kids say about what to do — and not to do — to get your family back on track.\u003c/p>\n\u003ch2>Do: Check in with your pediatrician to see whether the weight gain is outside the norm\u003c/h2>\n\u003cp>A pediatrician can help assess whether your child's weight gain is just part of their normal growth pattern, says Lutz.\u003c/p>\n\u003cp>Kids grow at different rates, and healthy kids come in all shapes and sizes, she explains. \"But where we might get concerned is when a child veers off of their growth pattern significantly.\" So, for instance, a kid who has been growing consistently along the 25th percentile and then suddenly jumps to the 90th, that might be a signal that something's going on.\u003c/p>\n\u003cp>If so, the pediatrician may suggest ways to slow the rate of weight gain so that a kid's height can catch up, Hassink adds.\u003c/p>\n\u003cp>Your child's doctor might also want to make sure that a child isn't developing health problems like elevated cholesterol, fatty liver disease or sleep apnea. Or, a sudden jump in weight could be a signal of other health issues. \"There could be something going on emotionally that's interfering with someone's eating or movement. It could be a change in medication,\" says Lutz.\u003c/p>\n\u003cp>\"A lot of things happened during COVID to maybe make us a little less healthy,\" says Hassink. She recommends that parents assess their family routines and figure out what got out of whack during the pandemic.\u003c/p>\n\u003ch2>Don't: Tell kids there's something wrong with their weight\u003c/h2>\n\u003cp>When you're talking to kids, focus on healthy habits, not weight, experts say. This is important because weight isn't as easily changed as behaviors, and \"we are not all supposed to look the same,\" says Lutz. \"Bodies do come in all shapes and sizes and bodies change over time.\"\u003c/p>\n\u003cp>Focusing on a number on the scale might lead a child to develop poor body image, says Lutz.\u003c/p>\n\u003cp>\"When we start to send our children the message that there's something wrong with their body, we're setting them up for all these health concerns and emotional concerns, self-esteem problems,\" she says. \"Really, focusing on behaviors is what supports health.\"\u003c/p>\n\u003cp>And ultimately, the goal is to foster healthy habits in children that they'll maintain throughout their lives, says Hassink.\u003c/p>\n\u003cp>\"This isn't a 10-week program. We're really aiming for these patterns that will start now and go across their lifespan.\" And it's about more than weight — good nutrition and physical activity are also key to preventing chronic illness, she says.\u003c/p>\n\u003cp>Sleep, regular meal times and physical activity are a good place to start.\u003c/p>\n\u003ch2>Do: Get bedtimes back on track\u003c/h2>\n\u003cp>In the chaos of the pandemic, and during summer breaks, sleep and wakeup times slid later and later for lots of kids, says \u003ca href=\"https://childrensnational.org/research/people/nazrat-mirza\">Dr. Nazrat Mirza\u003c/a>, medical director of the pediatric weight management clinic at Children's National Hospital in Washington, D.C.\u003c/p>\n\u003cp>\"I've had kids [going to sleep] at 1 a.m., 2 a.m., 3 a.m., 4 a.m. And then they nap during the day,\" she says — instead of engaging in physical activity. Research has linked regular, adequate sleep to improved mental and physical health in kids. \"So sleep is equally important,\" as nutrition and exercise, she says.\u003c/p>\n\u003cp>If sleep routines have become a problem in your household, Hassink suggests trying to move kids' bedtimes back by 15 minutes every two or three nights. Do the same thing with wake-up times, moving them 15 minutes earlier every few mornings, she says. \"Work your way back into a sleep routine that matches what you're going to need for school.\"\u003c/p>\n\u003ch2>Don't: Put your kids on a diet.\u003c/h2>\n\u003cp>Clinicians who work with kids are unanimous on this count: Restrictive eating is not for kids. \"We know that children and adolescents that engage in dieting behaviors are more likely to develop eating disorders,\" says Lutz.\u003c/p>\n\u003cp>And restrictive diets can also backfire. \"In the long run it actually leads to increased weight gain,\" she says, and it can set someone up for gaining and losing weight over and over again, which can have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6489475/\">health consequences\u003c/a> of its own.\u003c/p>\n\u003ch2>Do: Create more structure around meal times.\u003c/h2>\n\u003cp>All-day-long, unsupervised grazing became a habit in many households in the early days of the pandemic — even for trained experts — as many parents found themselves on constant work Zooms.\u003c/p>\n\u003cp>\"It was sort of this buffet-style experience where they were noshing throughout the day,\" says Stacey Rosenfeld, a Miami-based psychologist who specializes in eating disorders. This was the case with her kids, twin 7-year-old boys, one of whom ended up gaining 20 pounds in six months.\u003c/p>\n\u003cp>As things calmed down, Rosenfeld decided it was time for a reset, including getting back to more structured eating. While putting kids on a restricted diet can lead to unintended consequences, creating and sticking to set meal and snack times can help kids regulate their appetites and develop sensible eating habits, experts say.\u003c/p>\n\u003cp>\"If a child's not sure if dinner is going to be five o'clock or eight o'clock and they get hungry at 4:30, they might just reach for a snack, not knowing exactly when dinner is coming,\" Hassink says. \"So regular meal and snack times of eating together is a very positive health behavior.\"\u003c/p>\n\u003cp>Lutz and Rosenfeld both embrace an approach known as the \u003ca href=\"https://www.ellynsatterinstitute.org/how-to-feed/the-division-of-responsibility-in-feeding/\">division of responsibility in feeding\u003c/a>: Basically, your job as a parent is to decide when and what kids eat, offering them a variety of healthful foods. The kids' job is to decide whether and how much to eat — so don't force them to clean their plate and don't be a short-order cook.\u003c/p>\n\u003cp>\"Provide the food, take a deep breath and let them listen to their body. Let them do their jobs,\" Lutz says. Ultimately, she says, you want to raise kids who are mindful eaters, in touch with their hunger and fullness.\u003c/p>\n\u003ch2>Do: Build movement breaks into the day.\u003c/h2>\n\u003cp>The pandemic has had us all glued to screens. Break up all that sitting — and cut back on screen time — with small and frequent bouts of movement, Hassink says. That could be a quick game of tag or an outdoor playdate or walking to the corner store with mom or dad.\u003c/p>\n\u003cp>Family walks are always a good idea. If you have a kid that is less than enthused about joining you for a stroll, Hassink has some suggestions. For smaller kids, she says a star chart might work. Give them a star for every walk they complete each day, and at the end of the week, they get to pick a fun family activity for you all to do.\u003c/p>\n\u003cp>For older kids, she suggests having them invite a friend over to play or join you in a family outing, such as a family bike ride. You could sign the kids up for an activity like soccer or swimming, pandemic permitting. Or take your child along for an errand and park far. \"The focus is on getting kids moving again,\" Hassink says, adding, \"Any activity is better than sitting at your computer or watching a screen.\"\u003c/p>\n\u003ch2>Don't: Try to overhaul everything all at once.\u003c/h2>\n\u003cp>It takes energy to make change, and tackling too many changes at once can be overwhelming, Hassink advises. Instead, pick one or two changes you want to make at first to get your family back to healthy habits.\u003c/p>\n\u003cp>\"If you take the first step and then you succeed at that, it gives you energy\" to keep moving in the right direction, she says.\u003c/p>\n\u003ch2>Do: Make changes as a family.\u003c/h2>\n\u003cp>No matter what changes you make, make sure you make them for the whole family, experts advise. Why? For starters, you need the support of the people around you, says Hassink. \"If you're living in the midst of your family and you're the only one trying to make the change or having to make the change, it's not going to work.\"\u003c/p>\n\u003cp>Even if you have multiple children, but only one child gained weight, don't single them out, says Rosenfeld. \"I hear so many stories about that backfiring,\" she says, \"stories of kids who say, 'I was the heavier person or I gained weight, and so I wasn't allowed to have desserts and my sibling or siblings were.' Or 'I had to do this exercise.' And I think that can be so damaging.\"\u003c/p>\n\u003cp>If the goal is to raise healthy children, then the changes you adopt should apply to everyone in the family, she says. She often encourages parents to ask themselves, \"Would I do this if my child were thin? And I use that as a litmus [test].\"\u003c/p>\n\u003ch2>Do: Have compassion for yourself, and model it for your kids.\u003c/h2>\n\u003cp>We've all been through an incredibly stressful and exhausting year and a half, and it's not over. And some families, particularly in low-income communities of color, have been especially hard hit by this pandemic, experiencing job losses, food and housing insecurity, as well as higher rates of COVID-19. All of these things can make it harder to get back on track with healthy habits.\u003c/p>\n\u003cp>\"We have to show ourselves a little compassion and realize we're going to work our way out of this, and it's not going to happen with a snap of the fingers,\" says Hassink.\u003c/p>\n\u003cp>That compassion is something we should also foster in our children. Even if your kid didn't gain excess weight, teach them not to tease others. Pediatrician Mirza says she's hearing these fears from her patients. \"We're having children who are scared to go back to school because they now realize that they have changed and they don't want to meet their classmates,\" she says.\u003c/p>\n\u003cp>If you hear these fears from your kid, experts say encourage them to talk about it. Validate their feelings and help them think ahead. If this happens to them, how will they respond?\u003c/p>\n\u003cp>Ultimately, \"we want to be building our kids up. We want to be focusing on who they are outside of their bodies,\" says Rosenfeld.\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>\"We've survived this very serious time in our history,\" says Lutz. \"And if that meant that people gained more weight than they would have, it's a body's way of surviving.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Focus+On+Kids%27+Weight+Gain.+Focus+On+Healthy+Habits+Instead&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids","authors":["byline_mindshift_58357"],"categories":["mindshift_21385"],"tags":["mindshift_21344","mindshift_21343","mindshift_20865","mindshift_21277","mindshift_20770","mindshift_20568"],"featImg":"mindshift_58358","label":"mindshift"},"mindshift_58284":{"type":"posts","id":"mindshift_58284","meta":{"index":"posts_1591205157","site":"mindshift","id":"58284","score":null,"sort":[1628751802000]},"guestAuthors":[],"slug":"if-you-think-your-kids-are-eating-mostly-junk-food-a-new-study-finds-youre-right","title":"If You Think Your Kids Are Eating Mostly Junk Food, A New Study Finds You're Right","publishDate":1628751802,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kids and teens in the U.S. get the majority of their calories from ultra-processed foods like frozen pizza, microwavable meals, chips and cookies, a new study has found.\u003c/p>\n\u003cp>Two-thirds — or 67% — of calories consumed by children and adolescents in 2018 came from ultra-processed foods, a jump from 61% in 1999, according to a peer-reviewed study \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2782866?guestAccessKey=c646e502-898f-443b-8558-d90a74e35415&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=081021\">published in the medical journal JAMA\u003c/a>. The research, which analyzed the diets of 33,795 youths age 2 to 19 across the U.S., noted the \"overall poorer nutrient profile\" of the ultra-processed foods.\u003c/p>\n\u003cp>\"This is particularly worrisome for children and adolescents because they are at a critical life stage to form dietary habits that can persist into adulthood,\" says \u003ca href=\"https://nutrition.tufts.edu/profile/faculty/fang-fang-zhang\">Fang Fang Zhang\u003c/a>, the study's senior author and a nutrition and cancer epidemiologist at Tuft University's Friedman School of Nutrition Science and policy. \"A diet high in ultra-processed foods may negatively influence children's dietary quality and contribute to adverse health outcomes in the long term.\"\u003c/p>\n\u003cp>One reason for the increase may be the convenience of ultra-processed foods, Zhang says. Industrial processing, such as changing the physical structure and chemical composition of foods, not only gives them a longer shelf life but also a more appetizing taste.\u003c/p>\n\u003cp>\"Things like sugar, corn syrup, some hemp oil and other ingredients that we usually don't usually use in our kitchen, that are extracted from foods and synthesized in the laboratory, those are being added in the final product of ultra-processed foods,\" Zhang said. \"A purpose of doing this is to make them highly palatable. So kids will like those foods that somehow make it hard to resist.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the same two-decade period when the study data was collected, the consumption of unprocessed or minimally processed foods decreased to 23.5% from 28.8%, the study found.\u003c/p>\n\u003cp>The greatest increase in calories came from ready-to-eat or ready-to-heat meals such as pizza, sandwiches and hamburgers, rising to 11.2% of calories from 2.2%. Packaged sweet snacks and treats such as cakes and ice cream were a runner-up, which made up 12.9% of calorie consumption in 2018, compared to 10.6% in 1999.\u003c/p>\n\u003cp>When broken down by race and ethnicity, the growth in consumption of ultra-processed foods was significantly higher for Black, non-Hispanic youth, compared to white, non-Hispanic youths. The study also noted that Mexican American youths consumed ultra-processed foods at a persistently lower rate, which the researchers said may indicate more home cooking by Hispanic families.\u003c/p>\n\u003cp>The study also found that the education levels of parents or family income didn't affect consumption of ultra-processed foods, suggesting that these types of foods are common in many households.\u003c/p>\n\u003cp>But the responsibility for tackling this problem shouldn't fall only on parents, Zhang says.\u003c/p>\n\u003cp>While she would encourage parents and children to consider \"replacing ultra-processed foods with minimally and unprocessed foods,\" Zhang says changes at the policy level are needed \"to achieve a broader and more sustainable impact.\"\u003c/p>\n\u003cp>Take, for instance, consumption of soda. The consumption of sugar-sweetened beverages dropped to 5.3% from 10.8% of overall calories. The study's researchers noted that the decline could be related to efforts such as \u003ca href=\"https://www.npr.org/sections/thesalt/2019/03/25/706635209/to-curb-kids-sugary-drink-habits-pediatricians-now-call-for-soda-taxes\">soda taxes and raising awareness about the effects sugar has on youth health\u003c/a>.\u003c/p>\n\u003cp>\"We may have won this battle, at least partially for some sugary beverages,\" Zhang says, \"but we haven't yet against ultra-processed foods.\"\u003c/p>\n\u003cp>This widespread reliance on junk food is an increasing public health concern, as the obesity rate has been rising steadily among U.S. youths for the past two decades.\u003c/p>\n\u003cp>While the study's authors said that the relationship between childhood obesity and ultra-processed foods is complex, they acknowledge that \"cohort studies provide consistent evidence suggesting high intake of ultra-processed foods contribute to obesity in children and young adults.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Indeed, a \u003ca href=\"https://www.cell.com/cell-metabolism/fulltext/S1550-4131(19)30248-7\">2019 study\u003c/a> by researchers at the National Institutes of Health found that a diet filled with ultra-processed foods \u003ca href=\"https://www.npr.org/sections/thesalt/2019/05/16/723693839/its-not-just-salt-sugar-fat-study-finds-ultra-processed-foods-drive-weight-gain\">encourages people to overeat and gain weigh\u003c/a>t compared to diets that consist of whole or minimally processed foods.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=If+You+Think+Your+Kids+Are+Eating+Mostly+Junk+Food%2C+A+New+Study+Finds+You%27re+Right&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"What do frozen pizza, cookies and ice cream have in common? A new study finds ultra-processed foods make up the majority of U.S. children's and teen's diets. ","status":"publish","parent":0,"modified":1628751802,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":710},"headData":{"title":"If You Think Your Kids Are Eating Mostly Junk Food, A New Study Finds You're Right - MindShift","description":"What do frozen pizza, cookies and ice cream have in common? A new study finds ultra-processed foods make up the majority of U.S. children's and teen's diets. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58284 https://ww2.kqed.org/mindshift/?p=58284","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/12/if-you-think-your-kids-are-eating-mostly-junk-food-a-new-study-finds-youre-right/","disqusTitle":"If You Think Your Kids Are Eating Mostly Junk Food, A New Study Finds You're Right","nprImageCredit":"Drazen Stader / EyeEm","nprByline":"Xcaret Nuñez","nprImageAgency":"Getty Images/EyeEm","nprStoryId":"1026816658","nprApiLink":"http://api.npr.org/query?id=1026816658&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/08/11/1026816658/study-us-kids-diet-ultraprocessed-junk-food?ft=nprml&f=1026816658","nprRetrievedStory":"1","nprPubDate":"Wed, 11 Aug 2021 20:19:00 -0400","nprStoryDate":"Wed, 11 Aug 2021 19:09:29 -0400","nprLastModifiedDate":"Wed, 11 Aug 2021 20:19:09 -0400","path":"/mindshift/58284/if-you-think-your-kids-are-eating-mostly-junk-food-a-new-study-finds-youre-right","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kids and teens in the U.S. get the majority of their calories from ultra-processed foods like frozen pizza, microwavable meals, chips and cookies, a new study has found.\u003c/p>\n\u003cp>Two-thirds — or 67% — of calories consumed by children and adolescents in 2018 came from ultra-processed foods, a jump from 61% in 1999, according to a peer-reviewed study \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2782866?guestAccessKey=c646e502-898f-443b-8558-d90a74e35415&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=081021\">published in the medical journal JAMA\u003c/a>. The research, which analyzed the diets of 33,795 youths age 2 to 19 across the U.S., noted the \"overall poorer nutrient profile\" of the ultra-processed foods.\u003c/p>\n\u003cp>\"This is particularly worrisome for children and adolescents because they are at a critical life stage to form dietary habits that can persist into adulthood,\" says \u003ca href=\"https://nutrition.tufts.edu/profile/faculty/fang-fang-zhang\">Fang Fang Zhang\u003c/a>, the study's senior author and a nutrition and cancer epidemiologist at Tuft University's Friedman School of Nutrition Science and policy. \"A diet high in ultra-processed foods may negatively influence children's dietary quality and contribute to adverse health outcomes in the long term.\"\u003c/p>\n\u003cp>One reason for the increase may be the convenience of ultra-processed foods, Zhang says. Industrial processing, such as changing the physical structure and chemical composition of foods, not only gives them a longer shelf life but also a more appetizing taste.\u003c/p>\n\u003cp>\"Things like sugar, corn syrup, some hemp oil and other ingredients that we usually don't usually use in our kitchen, that are extracted from foods and synthesized in the laboratory, those are being added in the final product of ultra-processed foods,\" Zhang said. \"A purpose of doing this is to make them highly palatable. So kids will like those foods that somehow make it hard to resist.\"\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>During the same two-decade period when the study data was collected, the consumption of unprocessed or minimally processed foods decreased to 23.5% from 28.8%, the study found.\u003c/p>\n\u003cp>The greatest increase in calories came from ready-to-eat or ready-to-heat meals such as pizza, sandwiches and hamburgers, rising to 11.2% of calories from 2.2%. Packaged sweet snacks and treats such as cakes and ice cream were a runner-up, which made up 12.9% of calorie consumption in 2018, compared to 10.6% in 1999.\u003c/p>\n\u003cp>When broken down by race and ethnicity, the growth in consumption of ultra-processed foods was significantly higher for Black, non-Hispanic youth, compared to white, non-Hispanic youths. The study also noted that Mexican American youths consumed ultra-processed foods at a persistently lower rate, which the researchers said may indicate more home cooking by Hispanic families.\u003c/p>\n\u003cp>The study also found that the education levels of parents or family income didn't affect consumption of ultra-processed foods, suggesting that these types of foods are common in many households.\u003c/p>\n\u003cp>But the responsibility for tackling this problem shouldn't fall only on parents, Zhang says.\u003c/p>\n\u003cp>While she would encourage parents and children to consider \"replacing ultra-processed foods with minimally and unprocessed foods,\" Zhang says changes at the policy level are needed \"to achieve a broader and more sustainable impact.\"\u003c/p>\n\u003cp>Take, for instance, consumption of soda. The consumption of sugar-sweetened beverages dropped to 5.3% from 10.8% of overall calories. The study's researchers noted that the decline could be related to efforts such as \u003ca href=\"https://www.npr.org/sections/thesalt/2019/03/25/706635209/to-curb-kids-sugary-drink-habits-pediatricians-now-call-for-soda-taxes\">soda taxes and raising awareness about the effects sugar has on youth health\u003c/a>.\u003c/p>\n\u003cp>\"We may have won this battle, at least partially for some sugary beverages,\" Zhang says, \"but we haven't yet against ultra-processed foods.\"\u003c/p>\n\u003cp>This widespread reliance on junk food is an increasing public health concern, as the obesity rate has been rising steadily among U.S. youths for the past two decades.\u003c/p>\n\u003cp>While the study's authors said that the relationship between childhood obesity and ultra-processed foods is complex, they acknowledge that \"cohort studies provide consistent evidence suggesting high intake of ultra-processed foods contribute to obesity in children and young adults.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Indeed, a \u003ca href=\"https://www.cell.com/cell-metabolism/fulltext/S1550-4131(19)30248-7\">2019 study\u003c/a> by researchers at the National Institutes of Health found that a diet filled with ultra-processed foods \u003ca href=\"https://www.npr.org/sections/thesalt/2019/05/16/723693839/its-not-just-salt-sugar-fat-study-finds-ultra-processed-foods-drive-weight-gain\">encourages people to overeat and gain weigh\u003c/a>t compared to diets that consist of whole or minimally processed foods.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=If+You+Think+Your+Kids+Are+Eating+Mostly+Junk+Food%2C+A+New+Study+Finds+You%27re+Right&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58284/if-you-think-your-kids-are-eating-mostly-junk-food-a-new-study-finds-youre-right","authors":["byline_mindshift_58284"],"categories":["mindshift_21385"],"tags":["mindshift_21277","mindshift_20770"],"featImg":"mindshift_58285","label":"mindshift"},"mindshift_54257":{"type":"posts","id":"mindshift_54257","meta":{"index":"posts_1591205157","site":"mindshift","id":"54257","score":null,"sort":[1566886796000]},"guestAuthors":[],"slug":"praise-dont-tease-and-other-tips-to-help-kids-with-their-weight","title":"Praise, Don't Tease, And Other Tips To Help Kids With Their Weight","publishDate":1566886796,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dale Knuth, now 58, says that in childhood her weight was a source of anguish — largely because of how her family treated her. \"I had a brother who tormented me constantly,\" she says. \"If I came home from school and was hungry and ate an apple, I'd be called a cow, or a pig or whatever.\"\u003c/p>\n\u003cp>Her parents, she says, did nothing to stop her brother \"except to say, 'Yeah, you're getting fat.' \" She had no physical outlet for her frustration — she wanted to play softball, but her mother wouldn't allow it.\u003c/p>\n\u003cp>Decades later, Knuth is much happier. She has an active life that includes riding bikes and playing racquetball. Her husband tells her he loves her at any size and always will. But she still thinks about how her life could have turned out without so much shaming in childhood.\u003c/p>\n\u003cp>\"Had it not been pointed out at every meal, at every point, had I been given more support to play in sports,\" she says, perhaps she could have formed healthier habits and a more positive relationship with her body.\u003c/p>\n\u003cp>According to \u003ca href=\"http://uconnruddcenter.org/faculty-and-staff-marlene-schwartz\">Marlene Schwartz\u003c/a>, a psychologist and the director of the Rudd Center for Food Policy and Obesity, a child's immediate family can be a common source of fat shaming, or commenting negatively on the child's weight.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think sometimes parents misguidedly think that if they tease the child, that it will motivate them to try harder to lose weight,\" she says. \"But there's virtually no evidence that that works. And in fact, there's evidence that it causes harm.\"\u003c/p>\n\u003cp>For instance, studies have shown that children subjected to weight-based teasing\u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/30/728111494/teasing-kids-about-their-weight-may-make-them-gain-more\"> gain more weight\u003c/a> than other children. And even less overtly cruel tactics, like advising your child to lose weight or encouraging your child to go on a diet, can often backfire, causing lasting physical and psychological harm. A \u003ca href=\"https://pediatrics.aappublications.org/content/138/3/e20161649\">2016 report by the American Academy of Pediatrics\u003c/a> warned parents and doctors against prescribing or discussing weight loss to kids and teens, because such behavior could increase their risk of weight gain and disordered eating.\u003c/p>\n\u003cp>Still, parents can help kids with overweight or obesity eat more healthfully, stay active and maintain positive attitudes about their bodies. Here's advice about the best ways to communicate with children about weight and support their health.\u003c/p>\n\u003cp>\u003cstrong>Don't tease — and try to put a stop to others' teasing.\u003c/strong>\u003c/p>\n\u003cp>It's worth reiterating: Never, ever make fun of your child for their weight.\u003c/p>\n\u003cp>And parents can go further than that, Schwartz says, by watching what relatives say to their kids. \"I think it's perfectly appropriate if a parent feels like someone in the family is likely to say something upsetting, talk to them ahead of time. Say, 'Look, we know our child is overweight. We're working on developing healthy habits. Please don't say anything to him or her about their weight.' \"\u003c/p>\n\u003cp>And if someone does say something, intervene, she suggests. Shift the focus; talk about your kid's role in an upcoming play, for example, or ask the relative a question about themselves. \"You want the child to feel safe around their own family,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Promote positive self-image, instead of focusing on weight. \u003c/strong>\u003c/p>\n\u003cp>Even practical comments focused on your child's weight can backfire, Schwartz says: \"Even 'gentle prodding' about weight isn't a good idea, in my opinion.\" Research backs this up: In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs40519-016-0292-6\">one 2017 study\u003c/a> in the journal \u003cem>Eating and Weight Disorders, \u003c/em>researchers found that women who remembered their parents commenting about their weight in childhood reported greater dissatisfaction with their bodies well into adulthood — regardless of their actual body mass index.\u003c/p>\n\u003cp>Instead, help your child feel comfortable in their body, no matter the size. For example: \"If you're going clothes shopping with your child, don't make comments [like], 'That makes you look slimmer' or 'That is too tight,' \" she says. \"Focus on finding clothes that the child feels comfortable with, and be generous with your praise when your child finds an outfit.\"\u003c/p>\n\u003cp>\u003cstrong>Don't put your child on a diet.\u003c/strong>\u003c/p>\n\u003cp>Is it OK to put your child on a diet? The recent introduction of \u003ca href=\"https://kurbo.com/\">Kurbo\u003c/a>, a weight-loss app for children as young as 8 by WW (formerly Weight Watchers), has raised this question among parents and health care professionals.\u003c/p>\n\u003cp>\u003ca href=\"https://hr.wustl.edu/people/denise-wilfley-phd/\">Denise Wilfley\u003c/a>, director of the Center for Healthy Weight and Wellness at Washington University in St. Louis, doesn't recommend Kurbo, writing in an email that \"it is \u003cem>not\u003c/em> an evidence-based program.\" In fact, she doesn't recommend diets for kids at all; instead she suggests evidence-based programs that focus on \"modifying the entire family environment to support the child.\"\u003c/p>\n\u003cp>Schwartz adds that the concept of a diet for kids tends to be counterproductive because it emphasizes a short-term period of deprivation. \"The term 'putting a kid on a diet' is problematic, because it implies you are doing something different for a specific period of time, and when you are done the child will go back to his/her regular way of eating,\" she said via email. \"That is not the point.\"\u003c/p>\n\u003cp>\u003cstrong>Instead, choose, as a family, to eat healthfully year-round.\u003c/strong>\u003c/p>\n\u003cp>The solution, Wilfley says, is to make your entire household a healthy environment \"where the child is exposed to high-quality nutrition and prompts for physical activity.\"\u003c/p>\n\u003cp>\"It's OK to have sugar-sweetened beverages and snack foods in the home, but that should be a small proportion compared to fruits, vegetables, lean meats,\" she says. But the whole family has to do it — don't single out one child. She says she has seen cases in which parents will have one lean child whom they allow to have fried foods and sugary drinks and one child with obesity, whom they put on a strict diet — \"an all health-oriented plan, lots of fruits and vegetables and water, low-fat milk.\"\u003c/p>\n\u003cp>\"We recommend strongly against this approach,\" she says. \"You can't have Dad coming in with a burger and fries and expect the child to not feel deprived,\" she says. \"It's that deprivation that fuels binge eating.\"\u003c/p>\n\u003cp>\u003cstrong>Focus on behaviors, not body size.\u003c/strong>\u003c/p>\n\u003cp>You may need to check your own biases, says Wilfley. \"Most parents have internalized a culture's view and negative attitudes about shape and weight. Either they themselves have been ashamed of their bodies or they're worried about [their kids] getting stigmatized,\" she says. But reflecting back these negative attitudes will only harm your kid's self-image and may even promote weight gain. Instead, she says, you need to help your child understand that \"having [a] wider range of body types is OK.\"\u003c/p>\n\u003cp>\"Shape and weight is largely under genetic control. There's a lot of genetic variation,\" Wilfley says. \"So, some kids will [naturally] be leaner than other kids.\"\u003c/p>\n\u003cp>And once you've shifted focus away from your child's size, reward your child for healthy behavior. Praise your child for playing soccer or for having a nutritious breakfast. Overall, \"focus on creating the healthiest environment for the entire family,\" Schwartz says.\u003c/p>\n\u003cp>Many kids with overweight or obesity are interested in getting active and eating healthy. It's up to you to help them.\u003c/p>\n\u003cp>\u003cstrong>Model healthy behavior of your own.\u003c/strong>\u003c/p>\n\u003cp>If you're a parent, you know your kids often do what they see you do. Wilfley often works with entire families to develop healthy eating and exercise habits.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"A parent might eat only one meal a day and model that for their child,\" Wilfley says. \"We know, optimally, kids eat three meals a day with one to two planned snacks.\" Wilfley advocates that parents establish their own regular eating, sleeping and exercise routines so their child can follow suit.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Praise%2C+Don%27t+Tease%2C+And+Other+Tips+To+Help+Kids+With+Their+Weight&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Even well-intended comments about weight and dieting can actually harm children. Here's advice for how to set kids up for a healthy life and a positive self-image.","status":"publish","parent":0,"modified":1566886796,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1316},"headData":{"title":"Praise, Don't Tease, And Other Tips To Help Kids With Their Weight | KQED","description":"Even well-intended comments about weight and dieting can actually harm children. Here's advice for how to set kids up for a healthy life and a positive self-image.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54257 https://ww2.kqed.org/mindshift/?p=54257","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/26/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight/","disqusTitle":"Praise, Don't Tease, And Other Tips To Help Kids With Their Weight","nprByline":"Susie Neilson","nprImageAgency":"Janice Chang for NPR","nprStoryId":"753446490","nprApiLink":"http://api.npr.org/query?id=753446490&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/08/25/753446490/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight?ft=nprml&f=753446490","nprRetrievedStory":"1","nprPubDate":"Sun, 25 Aug 2019 12:56:00 -0400","nprStoryDate":"Sun, 25 Aug 2019 07:30:49 -0400","nprLastModifiedDate":"Sun, 25 Aug 2019 12:56:44 -0400","path":"/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dale Knuth, now 58, says that in childhood her weight was a source of anguish — largely because of how her family treated her. \"I had a brother who tormented me constantly,\" she says. \"If I came home from school and was hungry and ate an apple, I'd be called a cow, or a pig or whatever.\"\u003c/p>\n\u003cp>Her parents, she says, did nothing to stop her brother \"except to say, 'Yeah, you're getting fat.' \" She had no physical outlet for her frustration — she wanted to play softball, but her mother wouldn't allow it.\u003c/p>\n\u003cp>Decades later, Knuth is much happier. She has an active life that includes riding bikes and playing racquetball. Her husband tells her he loves her at any size and always will. But she still thinks about how her life could have turned out without so much shaming in childhood.\u003c/p>\n\u003cp>\"Had it not been pointed out at every meal, at every point, had I been given more support to play in sports,\" she says, perhaps she could have formed healthier habits and a more positive relationship with her body.\u003c/p>\n\u003cp>According to \u003ca href=\"http://uconnruddcenter.org/faculty-and-staff-marlene-schwartz\">Marlene Schwartz\u003c/a>, a psychologist and the director of the Rudd Center for Food Policy and Obesity, a child's immediate family can be a common source of fat shaming, or commenting negatively on the child's weight.\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>\"I think sometimes parents misguidedly think that if they tease the child, that it will motivate them to try harder to lose weight,\" she says. \"But there's virtually no evidence that that works. And in fact, there's evidence that it causes harm.\"\u003c/p>\n\u003cp>For instance, studies have shown that children subjected to weight-based teasing\u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/30/728111494/teasing-kids-about-their-weight-may-make-them-gain-more\"> gain more weight\u003c/a> than other children. And even less overtly cruel tactics, like advising your child to lose weight or encouraging your child to go on a diet, can often backfire, causing lasting physical and psychological harm. A \u003ca href=\"https://pediatrics.aappublications.org/content/138/3/e20161649\">2016 report by the American Academy of Pediatrics\u003c/a> warned parents and doctors against prescribing or discussing weight loss to kids and teens, because such behavior could increase their risk of weight gain and disordered eating.\u003c/p>\n\u003cp>Still, parents can help kids with overweight or obesity eat more healthfully, stay active and maintain positive attitudes about their bodies. Here's advice about the best ways to communicate with children about weight and support their health.\u003c/p>\n\u003cp>\u003cstrong>Don't tease — and try to put a stop to others' teasing.\u003c/strong>\u003c/p>\n\u003cp>It's worth reiterating: Never, ever make fun of your child for their weight.\u003c/p>\n\u003cp>And parents can go further than that, Schwartz says, by watching what relatives say to their kids. \"I think it's perfectly appropriate if a parent feels like someone in the family is likely to say something upsetting, talk to them ahead of time. Say, 'Look, we know our child is overweight. We're working on developing healthy habits. Please don't say anything to him or her about their weight.' \"\u003c/p>\n\u003cp>And if someone does say something, intervene, she suggests. Shift the focus; talk about your kid's role in an upcoming play, for example, or ask the relative a question about themselves. \"You want the child to feel safe around their own family,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Promote positive self-image, instead of focusing on weight. \u003c/strong>\u003c/p>\n\u003cp>Even practical comments focused on your child's weight can backfire, Schwartz says: \"Even 'gentle prodding' about weight isn't a good idea, in my opinion.\" Research backs this up: In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs40519-016-0292-6\">one 2017 study\u003c/a> in the journal \u003cem>Eating and Weight Disorders, \u003c/em>researchers found that women who remembered their parents commenting about their weight in childhood reported greater dissatisfaction with their bodies well into adulthood — regardless of their actual body mass index.\u003c/p>\n\u003cp>Instead, help your child feel comfortable in their body, no matter the size. For example: \"If you're going clothes shopping with your child, don't make comments [like], 'That makes you look slimmer' or 'That is too tight,' \" she says. \"Focus on finding clothes that the child feels comfortable with, and be generous with your praise when your child finds an outfit.\"\u003c/p>\n\u003cp>\u003cstrong>Don't put your child on a diet.\u003c/strong>\u003c/p>\n\u003cp>Is it OK to put your child on a diet? The recent introduction of \u003ca href=\"https://kurbo.com/\">Kurbo\u003c/a>, a weight-loss app for children as young as 8 by WW (formerly Weight Watchers), has raised this question among parents and health care professionals.\u003c/p>\n\u003cp>\u003ca href=\"https://hr.wustl.edu/people/denise-wilfley-phd/\">Denise Wilfley\u003c/a>, director of the Center for Healthy Weight and Wellness at Washington University in St. Louis, doesn't recommend Kurbo, writing in an email that \"it is \u003cem>not\u003c/em> an evidence-based program.\" In fact, she doesn't recommend diets for kids at all; instead she suggests evidence-based programs that focus on \"modifying the entire family environment to support the child.\"\u003c/p>\n\u003cp>Schwartz adds that the concept of a diet for kids tends to be counterproductive because it emphasizes a short-term period of deprivation. \"The term 'putting a kid on a diet' is problematic, because it implies you are doing something different for a specific period of time, and when you are done the child will go back to his/her regular way of eating,\" she said via email. \"That is not the point.\"\u003c/p>\n\u003cp>\u003cstrong>Instead, choose, as a family, to eat healthfully year-round.\u003c/strong>\u003c/p>\n\u003cp>The solution, Wilfley says, is to make your entire household a healthy environment \"where the child is exposed to high-quality nutrition and prompts for physical activity.\"\u003c/p>\n\u003cp>\"It's OK to have sugar-sweetened beverages and snack foods in the home, but that should be a small proportion compared to fruits, vegetables, lean meats,\" she says. But the whole family has to do it — don't single out one child. She says she has seen cases in which parents will have one lean child whom they allow to have fried foods and sugary drinks and one child with obesity, whom they put on a strict diet — \"an all health-oriented plan, lots of fruits and vegetables and water, low-fat milk.\"\u003c/p>\n\u003cp>\"We recommend strongly against this approach,\" she says. \"You can't have Dad coming in with a burger and fries and expect the child to not feel deprived,\" she says. \"It's that deprivation that fuels binge eating.\"\u003c/p>\n\u003cp>\u003cstrong>Focus on behaviors, not body size.\u003c/strong>\u003c/p>\n\u003cp>You may need to check your own biases, says Wilfley. \"Most parents have internalized a culture's view and negative attitudes about shape and weight. Either they themselves have been ashamed of their bodies or they're worried about [their kids] getting stigmatized,\" she says. But reflecting back these negative attitudes will only harm your kid's self-image and may even promote weight gain. Instead, she says, you need to help your child understand that \"having [a] wider range of body types is OK.\"\u003c/p>\n\u003cp>\"Shape and weight is largely under genetic control. There's a lot of genetic variation,\" Wilfley says. \"So, some kids will [naturally] be leaner than other kids.\"\u003c/p>\n\u003cp>And once you've shifted focus away from your child's size, reward your child for healthy behavior. Praise your child for playing soccer or for having a nutritious breakfast. Overall, \"focus on creating the healthiest environment for the entire family,\" Schwartz says.\u003c/p>\n\u003cp>Many kids with overweight or obesity are interested in getting active and eating healthy. It's up to you to help them.\u003c/p>\n\u003cp>\u003cstrong>Model healthy behavior of your own.\u003c/strong>\u003c/p>\n\u003cp>If you're a parent, you know your kids often do what they see you do. Wilfley often works with entire families to develop healthy eating and exercise habits.\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>\"A parent might eat only one meal a day and model that for their child,\" Wilfley says. \"We know, optimally, kids eat three meals a day with one to two planned snacks.\" Wilfley advocates that parents establish their own regular eating, sleeping and exercise routines so their child can follow suit.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Praise%2C+Don%27t+Tease%2C+And+Other+Tips+To+Help+Kids+With+Their+Weight&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight","authors":["byline_mindshift_54257"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20770","mindshift_20568"],"featImg":"mindshift_54258","label":"mindshift"},"mindshift_38120":{"type":"posts","id":"mindshift_38120","meta":{"index":"posts_1591205157","site":"mindshift","id":"38120","score":null,"sort":[1413896790000]},"guestAuthors":[],"slug":"how-standing-desks-can-help-students-focus-in-the-classroom","title":"How Standing Desks Can Help Students Focus in the Classroom ","publishDate":1413896790,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38173\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38173\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The rise of the standing desk may appear to be a response to the modern, eat-at-your-desk, hunched-over worker chained to her computer, but history paints a different picture: Hemingway, Benjamin Franklin, and Thomas Jefferson all stood while they worked. Donald Rumsfeld had a standing desk, and so did Charles Dickens. \u003ca href=\"http://www.nytimes.com/2012/12/02/business/stand-up-desks-gaining-favor-in-the-workplace.html\">Workplaces\u003c/a> are moving toward more standing desks, but schools have been slower to catch on for a variety of reasons, including cost, convenience, and perhaps the assumption that \"sit down and pay attention\" is the best way to learn.\u003c/p>\n\u003cp>Mark Benden, Associate Professor of Environmental and Occupational Health at Texas A&M Health Science Center, is looking to change all that. Too much sitting is bad for our health, he said, and students are now facing a host of challenges that may stem in part from too much time in a chair, including obesity and attention disorders. So five years ago, Benden and his team began studying what happened to students when they got out of their traditional seats and moved to standing desks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/aside>\n\u003cp>Their findings, \u003ca href=\"http://www.mdpi.com/1660-4601/11/9/9361\">published in a new piece\u003c/a> in the \u003ci>International Journal of Environmental Research and Public Health\u003c/i>, come from a group of 374 elementary school students in College Station, Texas. Students divided into a (traditional desk) control group and a standing desk group were equipped with biometric monitors - what Benden described as “research-level Fitbits” - attached to their arms, which tracked several measurements, like heart rate and intensity of movement, and then calculated their caloric burn. The desks were designed and built locally at \u003ca href=\"http://www.stand2learn.com/\">Stand2Learn\u003c/a>, an A&M faculty-led startup of which Benden maintains part ownership.\u003c/p>\n\u003cp>“We quickly realized they [the students] are more active, they are burning more calories, at the standing desks,” Benden said. “And they’re not necessarily standing the whole time. There’s a stool, too, but even sitting in a stool is different from sitting in a chair. It’s really not sitting or standing - because it opens up your trunk-thigh angle, you’re able to breathe better, and you’re able to swing your legs.”\u003c/p>\n\u003cfigure id=\"attachment_38174\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1-300x450.jpeg\" alt=\"A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\" width=\"300\" height=\"450\" class=\"size-medium wp-image-38174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\u003c/figcaption>\u003c/figure>\n\u003cp>Benden said they found that children in the study who were overweight or obese burned more calories at the standing desks than their normal-weight peers, a result he found surprising. “It’s interesting,” he said. “When you’re thinking about intervention, the children who are normal weight don’t experience a significant change from being in a seated classroom. But overweight kids get a bigger bump, and they’re the ones who need it the most.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In reality, Benden said it’s not about either sitting or standing all the time, but instead about keeping moving. He wants to spread the “gospel of movement,” where kids and adults understand they need to be up and active, free to move around. For the modern student or office worker, standing for part of a day is a good way to keep moving. “We used to be more active, but over time we got conditioned to being inactive,” Benden said. “It’s not normal, and it’s not how we were intended to be. When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/p>\n\u003cp>\u003cstrong>The Impact of Standing on Learning\u003c/strong>\u003c/p>\n\u003cp>While burning calories is certainly important, the real question in classrooms is whether standing desks improve learning. Benden said he brought in Texas A&M’s educational psychology department through a special grant to study whether students were more engaged with the teacher and with their work when they were standing. The psychologists, who were blinded to the study, sat in classrooms for two years watching students and measuring their attentiveness and engagement using a series of markers like how many times students looked at the teacher, how often they wrote on their papers, and how often they were distracted by a neighbor.\u003c/p>\n\u003cp>The results of the study, to be published later this fall, were significant: students were more engaged in activity permissive learning environments than in traditional seated environments. And once again, the children who were overweight and obese showed larger improvements in attention than normal-weight children.\u003c/p>\n\u003cp>“When you look at overweight, and especially obese, children in the study, they were twice as engaged in activity permissive learning environment classrooms,” Benden said. “And that amount of engagement was actually higher than normal-weight peers in normal classrooms. And that just doesn’t happen, this was kind of eye opening.” He mentioned a limited \u003ca href=\"http://www.cnn.com/2012/06/14/health/obesity-affect-school-performance/\">body of research\u003c/a> showing that obese students may get lower grades than normal-weight students; the standing desks may have an opportunity to alter that. “Maybe those overweight kids aren’t less capable academically,” he said. “Maybe they just need to be more active.”\u003c/p>\n\u003cp>\u003cstrong>Standing Desks in the Classroom\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38177\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk-300x300.gif\" alt=\"A family of standing desk users at home. (Courtesy of Sandor Weisz)\" width=\"300\" height=\"300\" class=\"size-medium wp-image-38177\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of standing desk users at home. (Courtesy of Sandor Weisz)\u003c/figcaption>\u003c/figure>\n\u003cp>Educator Katie Caritey has two standing desks for her 24 second graders, but believes that all her students would benefit from using them. She dreams of having more. The desks were provided by a grant six years ago at Mary Lee Burbank School in Belmont, Massachusetts, and for now students take turns.\u003c/p>\n\u003cp>“I have found the standing desks to be a fabulous tool for students that tend to be more active, fidgety or even more tired,” Caritey said. “Movement breaks are an essential part of learning in my classroom, and I have found that the best learning takes place when students are able to move their bodies throughout the day, consistently and frequently.”\u003c/p>\n\u003cp>Caritey’s 7- and 8-year-old students get two 15-minute recesses per day, and 30 minutes of physical education twice a week. Each day, Caritey chooses the students who are particularly energetic or are having a challenging time completing their work to use the standing desks. She also interviewed her students for this story so they could explain how they felt about having them in their classroom. She reports:\u003c/p>\n\u003cblockquote>\u003cp>“In the words of my second grade students, the standing desks ‘help me concentrate without even thinking about what others are doing.’ They also help because ‘being able to stand or swing my legs helps me calm down my brain so I can think better.’ In the words of a more serious, less active student, ‘I would be perfectly fine without the standing desks, but when I can sit at one, it makes the time go by faster and my work gets finished right away.’ Another child reported that ‘when I get to school in the morning, my brain is tired and not ready for learning yet. When I sit at the standing desk, it wakes up my brain and helps me get ready for thinking.’”\n\u003c/p>\u003c/blockquote>\n\u003cp>But what if standing desks -- and yoga balls, \u003ca href=\"http://www.fastcoexist.com/3036607/this-school-has-bikes-instead-of-desks-and-it-turns-out-thats-a-better-way-to-learn\">bicycle desks\u003c/a> and movement breaks -- are only part of the solution? What if they won’t fix the underlying problem, that today’s children don’t get enough whole body movement to be attentive and engaged in school?\u003c/p>\n\u003cp>Pediatric occupational therapist Angela Hanscom has railed against what she calls the “constant upright position” in which children spend too much time, limiting their ability to pay attention because their core muscles aren’t developed enough to keep from fidgeting. “It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past,” she opined in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">The Washington Post\u003c/a>. According to Hanscom, one of the keys to maintaining attention in school is the development of the vestibular, or balance system, located in the inner ear. “In order to develop a strong balance system, children need to move their body in all directions for hours at a time,” she wrote.\u003c/p>\n\u003cp>Whole body movements like spinning in circles and rolling down hills do much more than burn calories; Hanscom said that they engage the hair cells in the inner ear, helping to develop balance, vision and attention. All three are desperately needed for kids if they are expected to pay attention to learn.\u003c/p>\n\u003cp>“Standing can be just as bad as sitting,” Hanscom said about students using standing desks. “From an OT standpoint, it’s still an issue -- if you’re just standing, you’re not getting rapid vestibular movement. You need to move your head in all different directions. If you’re standing still, you’re not moving your head left and right.” Until children get meaningful movement, and lots of it -- she recommends multiple hours a day, whether in or out of school -- their attention will not improve.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mark Benden doesn’t disagree. “There is no replacement for running and playing. Motor skill development is so critical for young children, and it’s very vital that that happen, no question about it,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"Some educators are finding that standing desks are a simple way help fidgety kids settle down and get to work.","status":"publish","parent":0,"modified":1413912664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1599},"headData":{"title":"How Standing Desks Can Help Students Focus in the Classroom | KQED","description":"Some educators are finding that standing desks are a simple way help fidgety kids settle down and get to work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38120 http://blogs.kqed.org/mindshift/?p=38120","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/21/how-standing-desks-can-help-students-focus-in-the-classroom/","disqusTitle":"How Standing Desks Can Help Students Focus in the Classroom ","path":"/mindshift/38120/how-standing-desks-can-help-students-focus-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38173\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/iStock-Standing-and-reading-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38173\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The rise of the standing desk may appear to be a response to the modern, eat-at-your-desk, hunched-over worker chained to her computer, but history paints a different picture: Hemingway, Benjamin Franklin, and Thomas Jefferson all stood while they worked. Donald Rumsfeld had a standing desk, and so did Charles Dickens. \u003ca href=\"http://www.nytimes.com/2012/12/02/business/stand-up-desks-gaining-favor-in-the-workplace.html\">Workplaces\u003c/a> are moving toward more standing desks, but schools have been slower to catch on for a variety of reasons, including cost, convenience, and perhaps the assumption that \"sit down and pay attention\" is the best way to learn.\u003c/p>\n\u003cp>Mark Benden, Associate Professor of Environmental and Occupational Health at Texas A&M Health Science Center, is looking to change all that. Too much sitting is bad for our health, he said, and students are now facing a host of challenges that may stem in part from too much time in a chair, including obesity and attention disorders. So five years ago, Benden and his team began studying what happened to students when they got out of their traditional seats and moved to standing desks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/aside>\n\u003cp>Their findings, \u003ca href=\"http://www.mdpi.com/1660-4601/11/9/9361\">published in a new piece\u003c/a> in the \u003ci>International Journal of Environmental Research and Public Health\u003c/i>, come from a group of 374 elementary school students in College Station, Texas. Students divided into a (traditional desk) control group and a standing desk group were equipped with biometric monitors - what Benden described as “research-level Fitbits” - attached to their arms, which tracked several measurements, like heart rate and intensity of movement, and then calculated their caloric burn. The desks were designed and built locally at \u003ca href=\"http://www.stand2learn.com/\">Stand2Learn\u003c/a>, an A&M faculty-led startup of which Benden maintains part ownership.\u003c/p>\n\u003cp>“We quickly realized they [the students] are more active, they are burning more calories, at the standing desks,” Benden said. “And they’re not necessarily standing the whole time. There’s a stool, too, but even sitting in a stool is different from sitting in a chair. It’s really not sitting or standing - because it opens up your trunk-thigh angle, you’re able to breathe better, and you’re able to swing your legs.”\u003c/p>\n\u003cfigure id=\"attachment_38174\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Stand-2-Learn-Standing-desk-1-300x450.jpeg\" alt=\"A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\" width=\"300\" height=\"450\" class=\"size-medium wp-image-38174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Stand2Learn standing desk and stool. (Courtesy of Stand2Learn)\u003c/figcaption>\u003c/figure>\n\u003cp>Benden said they found that children in the study who were overweight or obese burned more calories at the standing desks than their normal-weight peers, a result he found surprising. “It’s interesting,” he said. “When you’re thinking about intervention, the children who are normal weight don’t experience a significant change from being in a seated classroom. But overweight kids get a bigger bump, and they’re the ones who need it the most.”\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 reality, Benden said it’s not about either sitting or standing all the time, but instead about keeping moving. He wants to spread the “gospel of movement,” where kids and adults understand they need to be up and active, free to move around. For the modern student or office worker, standing for part of a day is a good way to keep moving. “We used to be more active, but over time we got conditioned to being inactive,” Benden said. “It’s not normal, and it’s not how we were intended to be. When schools tell children to sit still and be quiet, you’ve almost wounded them. They want to be wiggling and fidgeting and moving.”\u003c/p>\n\u003cp>\u003cstrong>The Impact of Standing on Learning\u003c/strong>\u003c/p>\n\u003cp>While burning calories is certainly important, the real question in classrooms is whether standing desks improve learning. Benden said he brought in Texas A&M’s educational psychology department through a special grant to study whether students were more engaged with the teacher and with their work when they were standing. The psychologists, who were blinded to the study, sat in classrooms for two years watching students and measuring their attentiveness and engagement using a series of markers like how many times students looked at the teacher, how often they wrote on their papers, and how often they were distracted by a neighbor.\u003c/p>\n\u003cp>The results of the study, to be published later this fall, were significant: students were more engaged in activity permissive learning environments than in traditional seated environments. And once again, the children who were overweight and obese showed larger improvements in attention than normal-weight children.\u003c/p>\n\u003cp>“When you look at overweight, and especially obese, children in the study, they were twice as engaged in activity permissive learning environment classrooms,” Benden said. “And that amount of engagement was actually higher than normal-weight peers in normal classrooms. And that just doesn’t happen, this was kind of eye opening.” He mentioned a limited \u003ca href=\"http://www.cnn.com/2012/06/14/health/obesity-affect-school-performance/\">body of research\u003c/a> showing that obese students may get lower grades than normal-weight students; the standing desks may have an opportunity to alter that. “Maybe those overweight kids aren’t less capable academically,” he said. “Maybe they just need to be more active.”\u003c/p>\n\u003cp>\u003cstrong>Standing Desks in the Classroom\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38177\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Sandor-Weisz-Standing-Desk-300x300.gif\" alt=\"A family of standing desk users at home. (Courtesy of Sandor Weisz)\" width=\"300\" height=\"300\" class=\"size-medium wp-image-38177\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of standing desk users at home. (Courtesy of Sandor Weisz)\u003c/figcaption>\u003c/figure>\n\u003cp>Educator Katie Caritey has two standing desks for her 24 second graders, but believes that all her students would benefit from using them. She dreams of having more. The desks were provided by a grant six years ago at Mary Lee Burbank School in Belmont, Massachusetts, and for now students take turns.\u003c/p>\n\u003cp>“I have found the standing desks to be a fabulous tool for students that tend to be more active, fidgety or even more tired,” Caritey said. “Movement breaks are an essential part of learning in my classroom, and I have found that the best learning takes place when students are able to move their bodies throughout the day, consistently and frequently.”\u003c/p>\n\u003cp>Caritey’s 7- and 8-year-old students get two 15-minute recesses per day, and 30 minutes of physical education twice a week. Each day, Caritey chooses the students who are particularly energetic or are having a challenging time completing their work to use the standing desks. She also interviewed her students for this story so they could explain how they felt about having them in their classroom. She reports:\u003c/p>\n\u003cblockquote>\u003cp>“In the words of my second grade students, the standing desks ‘help me concentrate without even thinking about what others are doing.’ They also help because ‘being able to stand or swing my legs helps me calm down my brain so I can think better.’ In the words of a more serious, less active student, ‘I would be perfectly fine without the standing desks, but when I can sit at one, it makes the time go by faster and my work gets finished right away.’ Another child reported that ‘when I get to school in the morning, my brain is tired and not ready for learning yet. When I sit at the standing desk, it wakes up my brain and helps me get ready for thinking.’”\n\u003c/p>\u003c/blockquote>\n\u003cp>But what if standing desks -- and yoga balls, \u003ca href=\"http://www.fastcoexist.com/3036607/this-school-has-bikes-instead-of-desks-and-it-turns-out-thats-a-better-way-to-learn\">bicycle desks\u003c/a> and movement breaks -- are only part of the solution? What if they won’t fix the underlying problem, that today’s children don’t get enough whole body movement to be attentive and engaged in school?\u003c/p>\n\u003cp>Pediatric occupational therapist Angela Hanscom has railed against what she calls the “constant upright position” in which children spend too much time, limiting their ability to pay attention because their core muscles aren’t developed enough to keep from fidgeting. “It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past,” she opined in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">The Washington Post\u003c/a>. According to Hanscom, one of the keys to maintaining attention in school is the development of the vestibular, or balance system, located in the inner ear. “In order to develop a strong balance system, children need to move their body in all directions for hours at a time,” she wrote.\u003c/p>\n\u003cp>Whole body movements like spinning in circles and rolling down hills do much more than burn calories; Hanscom said that they engage the hair cells in the inner ear, helping to develop balance, vision and attention. All three are desperately needed for kids if they are expected to pay attention to learn.\u003c/p>\n\u003cp>“Standing can be just as bad as sitting,” Hanscom said about students using standing desks. “From an OT standpoint, it’s still an issue -- if you’re just standing, you’re not getting rapid vestibular movement. You need to move your head in all different directions. If you’re standing still, you’re not moving your head left and right.” Until children get meaningful movement, and lots of it -- she recommends multiple hours a day, whether in or out of school -- their attention will not improve.\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>Mark Benden doesn’t disagree. “There is no replacement for running and playing. Motor skill development is so critical for young children, and it’s very vital that that happen, no question about it,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38120/how-standing-desks-can-help-students-focus-in-the-classroom","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_20538","mindshift_1040","mindshift_20770","mindshift_20771"],"featImg":"mindshift_38173","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. 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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/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.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/2021/10/ATC_1400.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://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.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://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.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://ww2.kqed.org/app/uploads/2021/10/BBC_1400.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/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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