Is social-emotional learning effective? New meta-analysis adds to evidence, but debate persists
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New meta-analysis adds to evidence, but debate persists","publishDate":1692007219,"format":"standard","headTitle":"Is social-emotional learning effective? New meta-analysis adds to evidence, but debate persists | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning – aimed at fostering a wide assortment of soft skills from empathy and listening to anger management and goal-setting – has been one of the hottest trends in education over the past decade, and more recently, a new flashpoint in the culture wars. Moms for Liberty, a conservative group, advises parents to \u003c/span>\u003ca href=\"https://www.momsforliberty.org/media/files/files/b0d67d1f/sel-packet-120622-0845-2-.pdf\">\u003cspan style=\"font-weight: 400\">oppose it,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while advocates on the left say it should include such topics as social justice and anti-racism training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alongside the politics, there’s a genuine debate over whether these programs – often abbreviated as SEL and sold to thousands of schools around the country – actually help students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, advocates have claimed that research evidence supports social-emotional learning, citing hundreds of studies that find SEL instruction improves both academic achievement and student well-being. One of the most influential papers is a \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01564.x\">\u003cspan style=\"font-weight: 400\">2011 meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed more than 200 studies on SEL programs in schools and concluded that academic performance jumped 11 percentile points. That study has been cited more than 11,000 times, according to Google Scholar. But that research is old, including studies conducted only through 2007. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13968\">\u003cspan style=\"font-weight: 400\">updated meta-analysis was published in July 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the peer-reviewed journal Child Development. It was conducted by 14 researchers, the majority from Yale University, and it also found good results for SEL interventions in schools while simultaneously broadening the category of “social and emotional learning” to encompass even more non-academic skills. However, this latest research synthesis doesn’t really settle the debate over whether the evidence for SEL is strong or guide schools to which SEL interventions are most effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new meta-analysis reviewed a fresher batch of 424 studies conducted between 2008 and 2020 across more than 50 countries and involving more than 500,000 students in kindergarten through grade 12. The studies took place in schools, as opposed to research laboratories, and compared what happened to students who received the lessons to those who didn’t. All the SEL programs in the paper lasted for at least six sessions or four months. Single workshops were excluded. Sometimes students learned about social and emotional skills during a once-a-week advisory session for a year. The lessons ranged from five minutes to two hours.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was also a huge variety in the kinds of soft skills taught during these lessons. Some programs focused narrowly on discrete skills such as mindfulness or emotional intelligence. Others touched upon the full gamut of social-emotional skills, from interpersonal relations to self improvement. Also included were programs that addressed ethical and civic values. Sex education programs or interventions that primarily addressed drug use or obesity were excluded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these SEL variations were stirred together into a big stew, and the researchers calculated that, on average, students who received them were generally better off than students who didn’t get the training as measured by improved social skills, attitudes, behaviors, relationships and academic achievement. It was almost an unending laundry list of positives, including a decrease in bullying, stress, suicides and depression. The largest improvement was in school climate; students who had participated in SEL programs felt that their schools were much safer and students were more respected. For some studies, there was longer term follow-up data and even six months after a program ended, students were still benefiting from their SEL lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only three out of 12 outcome categories did not show improvements from SEL programs, including disciplinary incidents, physical health and family relationships. The failure to see a reduction in suspensions was surprising and confusing given that the researchers found improvements in student behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A concern with this meta-analysis, like much of the research in the field, is that it was conducted by SEL proponents. The lead author of the meta-analysis, Christina Cipriano, a psychologist at the Yale Child Study Center, is a prominent researcher in the field of social-emotional learning. She is the director of the \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/research/collaborative-labs/education-collaboratory/\">\u003cspan style=\"font-weight: 400\">Education Collaboratory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Yale, whose mission is to “advance the science and practice of social and emotional learning (SEL).”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an interview, Cipriano said she made every effort to collect all studies on SEL, including negative ones that hadn’t been published in journals, and that all of the data is \u003c/span>\u003ca href=\"https://osf.io/6pqx2/\">\u003cspan style=\"font-weight: 400\">publicly available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for other researchers to scrutinize.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Max Eden, a research fellow at the American Enterprise Institute, a conservative think tank, testified before Congress that research claims about SEL have been “oversold.” He says many of the studies included in large meta-analyses like these are of low quality that would not meet the threshold for rigorous evidence by outside organizations, such as RAND or the Department of Education’s What Works Clearinghouse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite likely that many of the studies included in this 2023 meta-analysis might be thrown out by outside researchers, and it’s unclear whether the overall results would still be so positive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another problem for the field is that it’s very hard to measure a child’s emotions or friendship skills and sometimes researchers create their own surveys to capture how much a student’s well-being has improved. And when researchers make their own yardsticks, studies may be more likely to find that an intervention was successful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s quite obvious that when you teach kids that they are supposed to respond in certain ways to certain phrases, that they’ll be more likely to respond in those certain ways than students who haven’t been trained that way,” said Eden, in an interview conducted via email. “Whether any of this actually captures anything of a child’s internal/emotional state may be doubted.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, more objective outcomes like grades and test scores also improved, according to the meta-analysis. And even though school climate surveys are somewhat subjective, researchers have found them to be reliable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amid the confusion over how we should measure the effectiveness of SEL programs is a political backstory, which explains why there is so much more criticism and scrutiny of the research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning enjoyed widespread bipartisan support more than a decade ago. Explicitly teaching non-cognitive skills to children, especially in low-income communities, appealed to many educators and policymakers. Some of these skills, like learning to share and take turns, had long been part of what teachers have always taught in preschool and kindergarten. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the drive to teach older children soft skills began in urban charter schools, which were finding success with what is often called character building, teaching kids how to be responsible and resilient. Journalist Paul Tough popularized the ideas for social-emotional learning in his 2012 best seller, \u003cem>How Children Succeed\u003c/em>, and the programs spread nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A backlash followed. Critics on the left questioned why white psychologists were trying to “fix” Black and brown children with these lessons instead of overhauling racist systems that prevented all children from succeeding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many in the SEL field took the criticisms to heart. And as the Black Lives Matter movement gathered steam, SEL programs expanded into social justice and anti-racism training, encouraging students to create a better world. According to the 2023 meta-analysis, about half the SEL programs focused on “values,” 30% on “perspectives,” and 34% on “identity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also began to question whether some SEL programs force teachers, who aren’t generally trained in counseling, to be therapists. (Nonetheless, one of the interesting conclusions of the 2023 meta-analysis was that teachers were the most effective instructors of SEL lessons. When these lessons were led by school counselors or outsiders, they didn’t work as well.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see how both sides have hijacked what was once a simpler idea of teaching kids to share and respect each other. Conservative groups like Moms for Liberty may exaggerate the content of typical SEL programs, while advocates on the left seek to expand SEL into political action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, a big SEL industry is selling programs to schools. In their sales pitches, they’re quick to cite research, and I expect this 2023 meta-analysis will be used to back this claim. But all research isn’t equal and many vendors haven’t put their SEL programs to a rigorous scientific test. There’s certainly a lot of snake oil out there. Schools need more help figuring out which programs are worthwhile. In the meantime, buyer beware.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/\">\u003ci>\u003cspan style=\"font-weight: 400\">social emotional learning research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A new meta-analysis on social-emotional learning found plenty of benefits, but critics say much of this research is conducted by SEL proponents.","status":"publish","parent":0,"modified":1691936192,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1506},"headData":{"title":"Is social-emotional learning effective? New meta-analysis adds to evidence, but debate persists | KQED","description":"A new meta-analysis on social-emotional learning found plenty of benefits, but critics say much of this research is conducted by SEL proponents.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new meta-analysis on social-emotional learning found plenty of benefits, but critics say much of this research is conducted by SEL proponents."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning – aimed at fostering a wide assortment of soft skills from empathy and listening to anger management and goal-setting – has been one of the hottest trends in education over the past decade, and more recently, a new flashpoint in the culture wars. Moms for Liberty, a conservative group, advises parents to \u003c/span>\u003ca href=\"https://www.momsforliberty.org/media/files/files/b0d67d1f/sel-packet-120622-0845-2-.pdf\">\u003cspan style=\"font-weight: 400\">oppose it,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while advocates on the left say it should include such topics as social justice and anti-racism training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alongside the politics, there’s a genuine debate over whether these programs – often abbreviated as SEL and sold to thousands of schools around the country – actually help students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, advocates have claimed that research evidence supports social-emotional learning, citing hundreds of studies that find SEL instruction improves both academic achievement and student well-being. One of the most influential papers is a \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01564.x\">\u003cspan style=\"font-weight: 400\">2011 meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed more than 200 studies on SEL programs in schools and concluded that academic performance jumped 11 percentile points. That study has been cited more than 11,000 times, according to Google Scholar. But that research is old, including studies conducted only through 2007. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13968\">\u003cspan style=\"font-weight: 400\">updated meta-analysis was published in July 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the peer-reviewed journal Child Development. It was conducted by 14 researchers, the majority from Yale University, and it also found good results for SEL interventions in schools while simultaneously broadening the category of “social and emotional learning” to encompass even more non-academic skills. However, this latest research synthesis doesn’t really settle the debate over whether the evidence for SEL is strong or guide schools to which SEL interventions are most effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new meta-analysis reviewed a fresher batch of 424 studies conducted between 2008 and 2020 across more than 50 countries and involving more than 500,000 students in kindergarten through grade 12. The studies took place in schools, as opposed to research laboratories, and compared what happened to students who received the lessons to those who didn’t. All the SEL programs in the paper lasted for at least six sessions or four months. Single workshops were excluded. Sometimes students learned about social and emotional skills during a once-a-week advisory session for a year. The lessons ranged from five minutes to two hours.\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\">There was also a huge variety in the kinds of soft skills taught during these lessons. Some programs focused narrowly on discrete skills such as mindfulness or emotional intelligence. Others touched upon the full gamut of social-emotional skills, from interpersonal relations to self improvement. Also included were programs that addressed ethical and civic values. Sex education programs or interventions that primarily addressed drug use or obesity were excluded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these SEL variations were stirred together into a big stew, and the researchers calculated that, on average, students who received them were generally better off than students who didn’t get the training as measured by improved social skills, attitudes, behaviors, relationships and academic achievement. It was almost an unending laundry list of positives, including a decrease in bullying, stress, suicides and depression. The largest improvement was in school climate; students who had participated in SEL programs felt that their schools were much safer and students were more respected. For some studies, there was longer term follow-up data and even six months after a program ended, students were still benefiting from their SEL lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only three out of 12 outcome categories did not show improvements from SEL programs, including disciplinary incidents, physical health and family relationships. The failure to see a reduction in suspensions was surprising and confusing given that the researchers found improvements in student behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A concern with this meta-analysis, like much of the research in the field, is that it was conducted by SEL proponents. The lead author of the meta-analysis, Christina Cipriano, a psychologist at the Yale Child Study Center, is a prominent researcher in the field of social-emotional learning. She is the director of the \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/research/collaborative-labs/education-collaboratory/\">\u003cspan style=\"font-weight: 400\">Education Collaboratory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Yale, whose mission is to “advance the science and practice of social and emotional learning (SEL).”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an interview, Cipriano said she made every effort to collect all studies on SEL, including negative ones that hadn’t been published in journals, and that all of the data is \u003c/span>\u003ca href=\"https://osf.io/6pqx2/\">\u003cspan style=\"font-weight: 400\">publicly available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for other researchers to scrutinize.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Max Eden, a research fellow at the American Enterprise Institute, a conservative think tank, testified before Congress that research claims about SEL have been “oversold.” He says many of the studies included in large meta-analyses like these are of low quality that would not meet the threshold for rigorous evidence by outside organizations, such as RAND or the Department of Education’s What Works Clearinghouse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite likely that many of the studies included in this 2023 meta-analysis might be thrown out by outside researchers, and it’s unclear whether the overall results would still be so positive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another problem for the field is that it’s very hard to measure a child’s emotions or friendship skills and sometimes researchers create their own surveys to capture how much a student’s well-being has improved. And when researchers make their own yardsticks, studies may be more likely to find that an intervention was successful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s quite obvious that when you teach kids that they are supposed to respond in certain ways to certain phrases, that they’ll be more likely to respond in those certain ways than students who haven’t been trained that way,” said Eden, in an interview conducted via email. “Whether any of this actually captures anything of a child’s internal/emotional state may be doubted.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, more objective outcomes like grades and test scores also improved, according to the meta-analysis. And even though school climate surveys are somewhat subjective, researchers have found them to be reliable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amid the confusion over how we should measure the effectiveness of SEL programs is a political backstory, which explains why there is so much more criticism and scrutiny of the research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning enjoyed widespread bipartisan support more than a decade ago. Explicitly teaching non-cognitive skills to children, especially in low-income communities, appealed to many educators and policymakers. Some of these skills, like learning to share and take turns, had long been part of what teachers have always taught in preschool and kindergarten. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the drive to teach older children soft skills began in urban charter schools, which were finding success with what is often called character building, teaching kids how to be responsible and resilient. Journalist Paul Tough popularized the ideas for social-emotional learning in his 2012 best seller, \u003cem>How Children Succeed\u003c/em>, and the programs spread nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A backlash followed. Critics on the left questioned why white psychologists were trying to “fix” Black and brown children with these lessons instead of overhauling racist systems that prevented all children from succeeding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many in the SEL field took the criticisms to heart. And as the Black Lives Matter movement gathered steam, SEL programs expanded into social justice and anti-racism training, encouraging students to create a better world. According to the 2023 meta-analysis, about half the SEL programs focused on “values,” 30% on “perspectives,” and 34% on “identity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also began to question whether some SEL programs force teachers, who aren’t generally trained in counseling, to be therapists. (Nonetheless, one of the interesting conclusions of the 2023 meta-analysis was that teachers were the most effective instructors of SEL lessons. When these lessons were led by school counselors or outsiders, they didn’t work as well.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see how both sides have hijacked what was once a simpler idea of teaching kids to share and respect each other. Conservative groups like Moms for Liberty may exaggerate the content of typical SEL programs, while advocates on the left seek to expand SEL into political action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, a big SEL industry is selling programs to schools. In their sales pitches, they’re quick to cite research, and I expect this 2023 meta-analysis will be used to back this claim. But all research isn’t equal and many vendors haven’t put their SEL programs to a rigorous scientific test. There’s certainly a lot of snake oil out there. Schools need more help figuring out which programs are worthwhile. In the meantime, buyer beware.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/\">\u003ci>\u003cspan style=\"font-weight: 400\">social emotional learning research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists","authors":["byline_mindshift_62194"],"categories":["mindshift_21512","mindshift_194","mindshift_21504"],"tags":["mindshift_21754","mindshift_21753","mindshift_21755","mindshift_910","mindshift_943"],"featImg":"mindshift_62195","label":"mindshift"},"mindshift_45366":{"type":"posts","id":"mindshift_45366","meta":{"index":"posts_1591205157","site":"mindshift","id":"45366","score":null,"sort":[1465456658000]},"guestAuthors":[],"slug":"why-character-cant-be-taught-like-the-pythagorean-theorem","title":"Why Character Can’t Be Taught Like The Pythagorean Theorem","publishDate":1465456658,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","status":"publish","parent":0,"modified":1465456658,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1301},"headData":{"title":"Why Character Can’t Be Taught Like The Pythagorean Theorem | KQED","description":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45366 http://ww2.kqed.org/mindshift/?p=45366","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/","disqusTitle":"Why Character Can’t Be Taught Like The Pythagorean Theorem","path":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\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 class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","authors":["4354"],"categories":["mindshift_20827"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20867","mindshift_910"],"featImg":"mindshift_45429","label":"mindshift"},"mindshift_45096":{"type":"posts","id":"mindshift_45096","meta":{"index":"posts_1591205157","site":"mindshift","id":"45096","score":null,"sort":[1463732651000]},"guestAuthors":[],"slug":"when-schools-help-students-transcend-chronic-stress-to-tap-motivation","title":"When Schools Help Students Transcend Chronic Stress to Tap Motivation","publishDate":1463732651,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Traditional schools are not designed to help students living in chronic stress succeed academically. Author Paul Tough explores what schools can do to help students learn.","status":"publish","parent":0,"modified":1463732651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":420},"headData":{"title":"When Schools Help Students Transcend Chronic Stress to Tap Motivation | KQED","description":"Traditional schools are not designed to help students living in chronic stress succeed academically. Author Paul Tough explores what schools can do to help students learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45096 http://ww2.kqed.org/mindshift/?p=45096","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/","disqusTitle":"When Schools Help Students Transcend Chronic Stress to Tap Motivation","path":"/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation","authors":["234"],"categories":["mindshift_20827"],"tags":["mindshift_945","mindshift_20867","mindshift_910"],"featImg":"mindshift_45104","label":"mindshift"},"mindshift_22985":{"type":"posts","id":"mindshift_22985","meta":{"index":"posts_1591205157","site":"mindshift","id":"22985","score":null,"sort":[1343401227000]},"guestAuthors":[],"slug":"can-kids-be-taught-persistence","title":"Can Kids Be Taught Persistence?","publishDate":1343401227,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1395070159,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":754},"headData":{"title":"Can Kids Be Taught Persistence? | KQED","description":"Flickr:Miish By Jennie Rose In his new book How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22985 http://blogs.kqed.org/mindshift/?p=22985","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/27/can-kids-be-taught-persistence/","disqusTitle":"Can Kids Be Taught Persistence?","path":"/mindshift/22985/can-kids-be-taught-persistence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\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=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22985/can-kids-be-taught-persistence","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_870","mindshift_1040","mindshift_945","mindshift_910"],"featImg":"mindshift_23002","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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