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Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61345":{"type":"posts","id":"mindshift_61345","meta":{"index":"posts_1591205157","site":"mindshift","id":"61345","score":null,"sort":[1680620162000]},"guestAuthors":[],"slug":"recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","title":"Recovery high schools help kids heal from addiction and build a positive future","publishDate":1680620162,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","status":"publish","parent":0,"modified":1680620162,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1295},"headData":{"title":"Recovery high schools help kids heal from addiction and build a positive future | KQED","description":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprImageCredit":"Stephanie Daniel","nprByline":"Stephanie Daniel","nprImageAgency":"KUNC","nprStoryId":"1167856499","nprApiLink":"http://api.npr.org/query?id=1167856499&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/04/04/1167856499/recovery-high-schools-help-kids-heal-from-an-addiction-and-build-a-future?ft=nprml&f=1167856499","nprRetrievedStory":"1","nprPubDate":"Tue, 04 Apr 2023 05:03:00 -0400","nprStoryDate":"Tue, 04 Apr 2023 05:03:38 -0400","nprLastModifiedDate":"Tue, 04 Apr 2023 05:03:38 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\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 students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\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>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","authors":["byline_mindshift_61345"],"categories":["mindshift_21445","mindshift_21280","mindshift_21579","mindshift_20874"],"tags":["mindshift_21581","mindshift_21093","mindshift_146","mindshift_20865","mindshift_20761","mindshift_21580","mindshift_21582","mindshift_21159"],"featImg":"mindshift_61346","label":"mindshift"},"mindshift_52497":{"type":"posts","id":"mindshift_52497","meta":{"index":"posts_1591205157","site":"mindshift","id":"52497","score":null,"sort":[1542156329000]},"guestAuthors":[],"slug":"peers-are-powerful-using-positive-social-norms-to-tackle-unhealthy-behaviors","title":"Peers Are Powerful: Using Positive Social Norms to Tackle Unhealthy Behaviors","publishDate":1542156329,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>No one ever shows up at brunch and says, \"Oh my gosh, I was so sober last night!\"\u003c/p>\n\u003cp>Risky behavior draws attention. As a result, people tend to assume that everyone else is doing it more than they really are.\u003c/p>\n\u003cp>But, over the last two decades, research on college campuses has shown that giving students the real facts about their peers reduces unsafe drinking. This approach is called positive social norms. It works because of a basic truth of human nature: People want to do what others are doing.\u003c/p>\n\u003cp>Now, that research is starting to be applied to a novel area: preventing sexual assault and harassment. From an unwanted comment on the street to groping in the hallways at school, \u003ca href=\"https://www.aauw.org/files/2013/02/crossing-the-line-sexual-harassment-at-school-executive-summary.pdf\">surveys suggest\u003c/a> more than half of young women and almost half of young men have experienced sexual harassment before age 18.\u003c/p>\n\u003cp>And \u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/2012FindingsonSVinYouth.pdf\">about 8 percent\u003c/a> of girls experience rape or attempted rape by this young age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since the #MeToo movement, six states have \u003ca href=\"https://www.npr.org/2018/09/28/652203139/should-we-teach-about-consent-in-k-12-brett-kavanaughs-home-state-says-yes\">introduced or passed bills\u003c/a> to require the teaching of consent in their sex ed classes in K-12. But there's not yet much research on what kind of education actually works to shift teens' attitudes and actions.\u003c/p>\n\u003cp>Sandra Malone directs prevention and training at Day One, a nonprofit in Providence, R.I., which offers both education and rape crisis services. Her program has been among the first to try to move teens to seek consent and build healthier sexual relationships by harnessing an unlikely force: peer pressure.\u003c/p>\n\u003cp>She says she can remember from her own teenage years: \"Their peers are so important to them. Those are powerful years where you don't want to make yourself vulnerable and stand out.\"\u003c/p>\n\u003cp>In its workshops at high schools, Day One uses a version of the positive social norms approach adapted from alcohol education programs.\u003c/p>\n\u003cp>\"Peers are very, very influential, and people of any age who want to fit in will try and behave according to what they perceive as the group norm,\" explains Alan Berkowitz, a psychologist and expert on preventing sexual assault. But when you're talking about transgressive behavior, like underage drinking, drug use or nonconsensual sexual behavior, there's often a \"misperception of the norm.\"\u003c/p>\n\u003cp>Social norms approaches start by surveying a population to get accurate information, which is then used to correct that misperception. \"One of the most effective and powerful ways of encouraging young people to make healthy decisions is to know the truth about their friends,\" Berkowitz explains. \"Because in fact most of their friends are healthy.\"\u003c/p>\n\u003cp>This message doesn't necessarily fit on a poster.\u003c/p>\n\u003cp>Wes Perkins, a professor of sociology at Hobart and William Smith Colleges, was one of the originators of social norms education for alcohol. On his campus in Geneva, N.Y., they do things like setting up a voluntary random Breathalyzer to test students on a Saturday night, proving that they're just as likely to be in the library as at a frat party.\u003c/p>\n\u003cp>Yet, compared to drinking, Perkins says that sexual behavior is \"politically a little more tricky.\" By publicizing the fact that \"most men\" don't commit or condone sexual violence, you don't want to sound like you're downplaying the issue. \"It can easily be misunderstood as trying to whitewash the problem.\"\u003c/p>\n\u003cp>However, with plenty of conversation, perhaps in a workshop setting, \"in the long run you can get men to act more as allies.\"\u003c/p>\n\u003cp>To see how the Day One program works, I visited a consent workshop at The Metropolitan Regional Career and Technical Center, a high school in Providence. Leslie, a studious 10th-grader, was one of the participants. (We're not using the students' last names to protect their privacy.)\u003c/p>\n\u003cp>She explains that the workshop leaders started with survey questions. For example: Would you care if a girl at your school was being verbally harassed? Do you think others at your school would care?\u003c/p>\n\u003cp>\"We could see that everybody thought nobody would care,\" Leslie says. But in fact, \"everybody saw, oh, a lot of people \u003cem>do\u003c/em> care, which is something a lot of people don't know.\"\u003c/p>\n\u003cp>Lindsay Orchowski at Brown University and her team worked with Day One to survey nearly 8,000 students at 26 high schools across Rhode Island, in research funded by the Centers for Disease and Prevention. They shared their as-yet-unpublished data with us, which found trends similar to what Leslie learned:\u003c/p>\n\u003cul>\n\u003cli>87 percent of students said that they, personally, would believe someone who reported a sexual assault. But only 51 percent of students thought their peers would believe such a report.\u003c/li>\n\u003cli>92 percent of students personally agreed that bystanders can help prevent sexual violence. But only 55 percent thought their peers would agree on the power of bystanders.\u003c/li>\n\u003c/ul>\n\u003cp>To correct these kinds of misperceptions, the four one-hour sessions in Day One's program cover scenarios like street harassment, groping, sexual assault by an acquaintance and cyberbullying.\u003c/p>\n\u003cp>Sadly, these are all common, says Kevin, a 15-year-old with curly hair.\u003c/p>\n\u003cp>\"I've been cyberbullied in eighth grade and that was a horrible experience,\" he says. \"And I remember the first time I got catcalled. It was kind of weird ... good thing I was with a friend, I was shook.\"\u003c/p>\n\u003cp>Once they learn that their fellow students agree on things like supporting survivors, the next step is to make that positive social norm more visible.\u003c/p>\n\u003cp>Alan Berkowitz, the sexual assault prevention expert, lays out a common scenario: A young man makes a sexist remark or even gropes a woman in front of his friends. Most of them probably feel uncomfortable, yet they say nothing, or even laugh along.\u003c/p>\n\u003cp>As a result, \"You have a silent majority that thinks it's a minority,\" he says. Publicizing the social norms lets that majority know that they have numbers on their side.\u003c/p>\n\u003cp>But even so, it can feel scary to speak up. Day One's final workshop session focuses on how and when to intervene if students witness something like a boy trying to maneuver an obviously intoxicated girl into a bedroom at a party.\u003c/p>\n\u003cp>Anyla, one of the more outspoken members of the class, says, \"What I learned today is, you not saying anything is making it look like it's OK, and it will continue.\"\u003c/p>\n\u003cp>Sandra Malone adds that, in every group of students, you're not just speaking to potential bystanders or potential victims. There are potential perpetrators as well. She says the social norms approach works for them too.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I think it stops a good percentage of kids from maybe participating in those behaviors because they're seeing that most of their peers aren't OK with that,\" she adds. \"You can see the light bulb go off.\"\u003c/p>\n\u003cp>Stopping offenders, not just empowering survivors and bystanders, is obviously central to sexual violence prevention. Perkins, at Hobart and William Smith Colleges, says research shows the vast majority of campus sex offenses involve a heavily intoxicated assaulter. While social norms education may not work for a motivated repeat abuser, he says it can be successful to \"discourage the men who might think about carelessly stepping over the line.\"\u003c/p>\n\u003cp>But, he emphasizes that most men, in high school and college, prefer to seek consent. \"'Boys will be boys,' is not true.\"\u003c/p>\n\u003cp>Alan Berkowitz and Lindsay Orchowksi are currently evaluating the effectiveness of Day One's program on students' attitudes and behaviors, an analysis that will be released in several months.\u003c/p>\n\u003cp>Fifteen-year-old Anyla says that for her, it's definitely made a difference.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She owned up that, since elementary school, she and her friends would grab each other's rear ends to be funny. But now? \"After taking this class? No. Absolutely not.\" She tells her classmates, \"If you catch me doing that, honestly, tell me to stop, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Reduce+Sexual+Violence&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Teaching teens what their peers are really up to is a new evidence-based way to promote less risky behavior around sex and alcohol.","status":"publish","parent":0,"modified":1590077121,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1322},"headData":{"title":"Peers Are Powerful: Using Positive Social Norms to Tackle Unhealthy Behaviors | KQED","description":"Teaching teens what their peers are really up to is a new evidence-based way to promote less risky behavior around sex and alcohol.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52497 https://ww2.kqed.org/mindshift/?p=52497","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/13/peers-are-powerful-using-positive-social-norms-to-tackle-unhealthy-behaviors/","disqusTitle":"Peers Are Powerful: Using Positive Social Norms to Tackle Unhealthy Behaviors","nprByline":"Anya Kamenetz","nprImageAgency":"Grace HeeJung Kim","nprStoryId":"660644128","nprApiLink":"http://api.npr.org/query?id=660644128&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/11/13/660644128/how-schools-can-reduce-sexual-violence?ft=nprml&f=660644128","nprRetrievedStory":"1","nprPubDate":"Tue, 13 Nov 2018 07:16:00 -0500","nprStoryDate":"Tue, 13 Nov 2018 05:06:00 -0500","nprLastModifiedDate":"Tue, 13 Nov 2018 06:21:18 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/11/20181113_me_how_schools_can_reduce_sexual_violence.mp3?orgId=1&topicId=1013&d=174&p=3&story=660644128&ft=nprml&f=660644128","nprAudioM3u":"http://api.npr.org/m3u/1667285029-1ebe10.m3u?orgId=1&topicId=1013&d=174&p=3&story=660644128&ft=nprml&f=660644128","audioTrackLength":174,"path":"/mindshift/52497/peers-are-powerful-using-positive-social-norms-to-tackle-unhealthy-behaviors","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/11/20181113_me_how_schools_can_reduce_sexual_violence.mp3?orgId=1&topicId=1013&d=174&p=3&story=660644128&ft=nprml&f=660644128","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>No one ever shows up at brunch and says, \"Oh my gosh, I was so sober last night!\"\u003c/p>\n\u003cp>Risky behavior draws attention. As a result, people tend to assume that everyone else is doing it more than they really are.\u003c/p>\n\u003cp>But, over the last two decades, research on college campuses has shown that giving students the real facts about their peers reduces unsafe drinking. This approach is called positive social norms. It works because of a basic truth of human nature: People want to do what others are doing.\u003c/p>\n\u003cp>Now, that research is starting to be applied to a novel area: preventing sexual assault and harassment. From an unwanted comment on the street to groping in the hallways at school, \u003ca href=\"https://www.aauw.org/files/2013/02/crossing-the-line-sexual-harassment-at-school-executive-summary.pdf\">surveys suggest\u003c/a> more than half of young women and almost half of young men have experienced sexual harassment before age 18.\u003c/p>\n\u003cp>And \u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/2012FindingsonSVinYouth.pdf\">about 8 percent\u003c/a> of girls experience rape or attempted rape by this young age.\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>Since the #MeToo movement, six states have \u003ca href=\"https://www.npr.org/2018/09/28/652203139/should-we-teach-about-consent-in-k-12-brett-kavanaughs-home-state-says-yes\">introduced or passed bills\u003c/a> to require the teaching of consent in their sex ed classes in K-12. But there's not yet much research on what kind of education actually works to shift teens' attitudes and actions.\u003c/p>\n\u003cp>Sandra Malone directs prevention and training at Day One, a nonprofit in Providence, R.I., which offers both education and rape crisis services. Her program has been among the first to try to move teens to seek consent and build healthier sexual relationships by harnessing an unlikely force: peer pressure.\u003c/p>\n\u003cp>She says she can remember from her own teenage years: \"Their peers are so important to them. Those are powerful years where you don't want to make yourself vulnerable and stand out.\"\u003c/p>\n\u003cp>In its workshops at high schools, Day One uses a version of the positive social norms approach adapted from alcohol education programs.\u003c/p>\n\u003cp>\"Peers are very, very influential, and people of any age who want to fit in will try and behave according to what they perceive as the group norm,\" explains Alan Berkowitz, a psychologist and expert on preventing sexual assault. But when you're talking about transgressive behavior, like underage drinking, drug use or nonconsensual sexual behavior, there's often a \"misperception of the norm.\"\u003c/p>\n\u003cp>Social norms approaches start by surveying a population to get accurate information, which is then used to correct that misperception. \"One of the most effective and powerful ways of encouraging young people to make healthy decisions is to know the truth about their friends,\" Berkowitz explains. \"Because in fact most of their friends are healthy.\"\u003c/p>\n\u003cp>This message doesn't necessarily fit on a poster.\u003c/p>\n\u003cp>Wes Perkins, a professor of sociology at Hobart and William Smith Colleges, was one of the originators of social norms education for alcohol. On his campus in Geneva, N.Y., they do things like setting up a voluntary random Breathalyzer to test students on a Saturday night, proving that they're just as likely to be in the library as at a frat party.\u003c/p>\n\u003cp>Yet, compared to drinking, Perkins says that sexual behavior is \"politically a little more tricky.\" By publicizing the fact that \"most men\" don't commit or condone sexual violence, you don't want to sound like you're downplaying the issue. \"It can easily be misunderstood as trying to whitewash the problem.\"\u003c/p>\n\u003cp>However, with plenty of conversation, perhaps in a workshop setting, \"in the long run you can get men to act more as allies.\"\u003c/p>\n\u003cp>To see how the Day One program works, I visited a consent workshop at The Metropolitan Regional Career and Technical Center, a high school in Providence. Leslie, a studious 10th-grader, was one of the participants. (We're not using the students' last names to protect their privacy.)\u003c/p>\n\u003cp>She explains that the workshop leaders started with survey questions. For example: Would you care if a girl at your school was being verbally harassed? Do you think others at your school would care?\u003c/p>\n\u003cp>\"We could see that everybody thought nobody would care,\" Leslie says. But in fact, \"everybody saw, oh, a lot of people \u003cem>do\u003c/em> care, which is something a lot of people don't know.\"\u003c/p>\n\u003cp>Lindsay Orchowski at Brown University and her team worked with Day One to survey nearly 8,000 students at 26 high schools across Rhode Island, in research funded by the Centers for Disease and Prevention. They shared their as-yet-unpublished data with us, which found trends similar to what Leslie learned:\u003c/p>\n\u003cul>\n\u003cli>87 percent of students said that they, personally, would believe someone who reported a sexual assault. But only 51 percent of students thought their peers would believe such a report.\u003c/li>\n\u003cli>92 percent of students personally agreed that bystanders can help prevent sexual violence. But only 55 percent thought their peers would agree on the power of bystanders.\u003c/li>\n\u003c/ul>\n\u003cp>To correct these kinds of misperceptions, the four one-hour sessions in Day One's program cover scenarios like street harassment, groping, sexual assault by an acquaintance and cyberbullying.\u003c/p>\n\u003cp>Sadly, these are all common, says Kevin, a 15-year-old with curly hair.\u003c/p>\n\u003cp>\"I've been cyberbullied in eighth grade and that was a horrible experience,\" he says. \"And I remember the first time I got catcalled. It was kind of weird ... good thing I was with a friend, I was shook.\"\u003c/p>\n\u003cp>Once they learn that their fellow students agree on things like supporting survivors, the next step is to make that positive social norm more visible.\u003c/p>\n\u003cp>Alan Berkowitz, the sexual assault prevention expert, lays out a common scenario: A young man makes a sexist remark or even gropes a woman in front of his friends. Most of them probably feel uncomfortable, yet they say nothing, or even laugh along.\u003c/p>\n\u003cp>As a result, \"You have a silent majority that thinks it's a minority,\" he says. Publicizing the social norms lets that majority know that they have numbers on their side.\u003c/p>\n\u003cp>But even so, it can feel scary to speak up. Day One's final workshop session focuses on how and when to intervene if students witness something like a boy trying to maneuver an obviously intoxicated girl into a bedroom at a party.\u003c/p>\n\u003cp>Anyla, one of the more outspoken members of the class, says, \"What I learned today is, you not saying anything is making it look like it's OK, and it will continue.\"\u003c/p>\n\u003cp>Sandra Malone adds that, in every group of students, you're not just speaking to potential bystanders or potential victims. There are potential perpetrators as well. She says the social norms approach works for them too.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I think it stops a good percentage of kids from maybe participating in those behaviors because they're seeing that most of their peers aren't OK with that,\" she adds. \"You can see the light bulb go off.\"\u003c/p>\n\u003cp>Stopping offenders, not just empowering survivors and bystanders, is obviously central to sexual violence prevention. Perkins, at Hobart and William Smith Colleges, says research shows the vast majority of campus sex offenses involve a heavily intoxicated assaulter. While social norms education may not work for a motivated repeat abuser, he says it can be successful to \"discourage the men who might think about carelessly stepping over the line.\"\u003c/p>\n\u003cp>But, he emphasizes that most men, in high school and college, prefer to seek consent. \"'Boys will be boys,' is not true.\"\u003c/p>\n\u003cp>Alan Berkowitz and Lindsay Orchowksi are currently evaluating the effectiveness of Day One's program on students' attitudes and behaviors, an analysis that will be released in several months.\u003c/p>\n\u003cp>Fifteen-year-old Anyla says that for her, it's definitely made a difference.\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>She owned up that, since elementary school, she and her friends would grab each other's rear ends to be funny. But now? \"After taking this class? No. Absolutely not.\" She tells her classmates, \"If you catch me doing that, honestly, tell me to stop, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Reduce+Sexual+Violence&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52497/peers-are-powerful-using-positive-social-norms-to-tackle-unhealthy-behaviors","authors":["byline_mindshift_52497"],"categories":["mindshift_194"],"tags":["mindshift_21231","mindshift_1040","mindshift_146","mindshift_20761","mindshift_20963"],"featImg":"mindshift_52498","label":"mindshift"},"mindshift_43408":{"type":"posts","id":"mindshift_43408","meta":{"index":"posts_1591205157","site":"mindshift","id":"43408","score":null,"sort":[1453278904000]},"guestAuthors":[],"slug":"how-empowering-influential-kids-can-change-school-culture-for-the-better","title":"How Empowering Influential Kids Can Change School Culture For the Better","publishDate":1453278904,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Want to change your school’s culture? Start with the right students.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.pnas.org/content/early/2016/01/02/1514483113.full.pdf\">study\u003c/a> published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.\u003c/p>\n\u003cp>Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.\u003c/p>\n\u003caside class=\"pullquote alignright\">The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.\u003c/aside>\n\u003cp>These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed \u003ca href=\"http://www.betsylevypaluck.com/roots-curriculum/\">curriculum\u003c/a> available online.\u003c/p>\n\u003cp>The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group -- which received no specialized anti-conflict programming -- and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence.\u003c/p>\n\u003cp>At each intervention school, randomly selected students were put into a larger group earmarked for anti-conflict training. Some of these students were “social referents,” the social science term that describes those individuals with the most connections to others, and who Paluck calls “the people who you look toward.” For a full year, these groups of students met every other week for specialized training on reducing conflict.\u003c/p>\n\u003cp>As with the network mapping strategy, the students drove the program. With gentle prompting from a trained research assistant, students in the select groups were asked to speak honestly and openly about problems they perceived in their school. What makes you feel uncomfortable here? What could you or others do about the problem? From these brainstorming sessions, students came up with their own messages to combat the problems they'd identified.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers.'\u003c/aside>\n\u003cp>The adult group leader then helped students promote their messages, much like a campaign manager. “We designed activities to help these students make their anti-conflict stance public, noticeable to their peers,” Paluck explained. For example, many groups began wearing wristbands with one-word slogans—“respect” was a popular one—and started hashtag campaigns online. Still others created colorful, highly personalized posters signed by those influential students. The look and feel of these posters bore no resemblance to the typical adult-approved placards that call on kids to be brave nonconformists.\u003c/p>\n\u003cp>Because every school had its own particular troubles, the messaging differed from one school to another. Even so, some similar themes wove through the students’ anti-conflict communiques: calls for respect, and the demand to “chill out” or “calm down.”\u003c/p>\n\u003cp>At the end of the year, and after sifting through the volumes of data, researchers discovered their striking results: Those schools that had anti-conflict groups with an average number of well-connected kids saw a 30 percent drop in actual reports of student conflict. Even more notable, schools with the highest number of social referents experienced a 60 percent decline in disciplinary actions. “This is really interesting because we learn that it doesn’t take a lot of the social referent kids to make a big difference,” Shepherd explained.\u003c/p>\n\u003cp>These findings point to two significant conclusions when it comes to altering school norms. First, to get the most student buy-in on whatever campaign for change a school seeks, the most well-connected kids — \u003cem>as identified by the students \u003c/em>— need to take the lead in delivering the message; the better connected the kids, the more likely the campaign will succeed. Second, when trying to figure out how best to convey the campaign message, school leaders must look to these students to create it. The more the solution comes from the kids themselves, in other words, rather than eager adult overseers, the more likely other students will hear and respond to the message. That’s true regardless of the point being delivered, be it against bullying, cheating, using racist or homophobic language, or any other unwelcome teenage behavior that can poison a school's culture.\u003c/p>\n\u003cp>Paluck and Shepherd are hopeful that schools will pick up and adapt the curriculum they’ve created to improve their own school environments. “This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers,” Shepherd said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A trusted guidance counselor or coach could serve as the group’s adult guide, as long as the adult leader “isn't strongly identified with the administration or with the disciplinary apparatus of the school,” she said. What if school leaders perceive a problem that the students don’t sense? “We advise against ‘telling’ the students what to campaign about,” Paluck said. Still, she added, there’s no reason why a kindhearted adult leader who has demonstrated concern for the kids couldn’t quietly steer the students toward hidden issues affecting their peers.\u003c/p>\n\n","blocks":[],"excerpt":"A recent study reveals when well-connected students have to lead the way they can do a lot to change social norms, especially when they create a campaign for change, not the adults.","status":"publish","parent":0,"modified":1453278904,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1175},"headData":{"title":"How Empowering Influential Kids Can Change School Culture For the Better | KQED","description":"A recent study reveals when well-connected students have to lead the way they can do a lot to change social norms, especially when they create a campaign for change, not the adults.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43408 http://ww2.kqed.org/mindshift/?p=43408","disqusUrl":"https://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/","disqusTitle":"How Empowering Influential Kids Can Change School Culture For the Better","path":"/mindshift/43408/how-empowering-influential-kids-can-change-school-culture-for-the-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Want to change your school’s culture? Start with the right students.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.pnas.org/content/early/2016/01/02/1514483113.full.pdf\">study\u003c/a> published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.\u003c/p>\n\u003cp>Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.\u003c/p>\n\u003caside class=\"pullquote alignright\">The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.\u003c/aside>\n\u003cp>These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed \u003ca href=\"http://www.betsylevypaluck.com/roots-curriculum/\">curriculum\u003c/a> available online.\u003c/p>\n\u003cp>The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group -- which received no specialized anti-conflict programming -- and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence.\u003c/p>\n\u003cp>At each intervention school, randomly selected students were put into a larger group earmarked for anti-conflict training. Some of these students were “social referents,” the social science term that describes those individuals with the most connections to others, and who Paluck calls “the people who you look toward.” For a full year, these groups of students met every other week for specialized training on reducing conflict.\u003c/p>\n\u003cp>As with the network mapping strategy, the students drove the program. With gentle prompting from a trained research assistant, students in the select groups were asked to speak honestly and openly about problems they perceived in their school. What makes you feel uncomfortable here? What could you or others do about the problem? From these brainstorming sessions, students came up with their own messages to combat the problems they'd identified.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers.'\u003c/aside>\n\u003cp>The adult group leader then helped students promote their messages, much like a campaign manager. “We designed activities to help these students make their anti-conflict stance public, noticeable to their peers,” Paluck explained. For example, many groups began wearing wristbands with one-word slogans—“respect” was a popular one—and started hashtag campaigns online. Still others created colorful, highly personalized posters signed by those influential students. The look and feel of these posters bore no resemblance to the typical adult-approved placards that call on kids to be brave nonconformists.\u003c/p>\n\u003cp>Because every school had its own particular troubles, the messaging differed from one school to another. Even so, some similar themes wove through the students’ anti-conflict communiques: calls for respect, and the demand to “chill out” or “calm down.”\u003c/p>\n\u003cp>At the end of the year, and after sifting through the volumes of data, researchers discovered their striking results: Those schools that had anti-conflict groups with an average number of well-connected kids saw a 30 percent drop in actual reports of student conflict. Even more notable, schools with the highest number of social referents experienced a 60 percent decline in disciplinary actions. “This is really interesting because we learn that it doesn’t take a lot of the social referent kids to make a big difference,” Shepherd explained.\u003c/p>\n\u003cp>These findings point to two significant conclusions when it comes to altering school norms. First, to get the most student buy-in on whatever campaign for change a school seeks, the most well-connected kids — \u003cem>as identified by the students \u003c/em>— need to take the lead in delivering the message; the better connected the kids, the more likely the campaign will succeed. Second, when trying to figure out how best to convey the campaign message, school leaders must look to these students to create it. The more the solution comes from the kids themselves, in other words, rather than eager adult overseers, the more likely other students will hear and respond to the message. That’s true regardless of the point being delivered, be it against bullying, cheating, using racist or homophobic language, or any other unwelcome teenage behavior that can poison a school's culture.\u003c/p>\n\u003cp>Paluck and Shepherd are hopeful that schools will pick up and adapt the curriculum they’ve created to improve their own school environments. “This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers,” Shepherd said.\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 trusted guidance counselor or coach could serve as the group’s adult guide, as long as the adult leader “isn't strongly identified with the administration or with the disciplinary apparatus of the school,” she said. What if school leaders perceive a problem that the students don’t sense? “We advise against ‘telling’ the students what to campaign about,” Paluck said. Still, she added, there’s no reason why a kindhearted adult leader who has demonstrated concern for the kids couldn’t quietly steer the students toward hidden issues affecting their peers.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43408/how-empowering-influential-kids-can-change-school-culture-for-the-better","authors":["4613"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20761","mindshift_381","mindshift_486"],"featImg":"mindshift_43430","label":"mindshift"},"mindshift_40833":{"type":"posts","id":"mindshift_40833","meta":{"index":"posts_1591205157","site":"mindshift","id":"40833","score":null,"sort":[1435877202000]},"guestAuthors":[],"slug":"can-peer-groups-help-students-achieve-their-goals","title":"Can Peer Accountability Groups Help Students Achieve Their Goals?","publishDate":1435877202,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2Nu5u9fMP3DaPUIeSUef2avb2C2ZKlxN\"]\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n","blocks":[],"excerpt":"Some schools are finding that students can help one another reach their goals by, among other things, holding accountability rituals. ","status":"publish","parent":0,"modified":1435877384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1324},"headData":{"title":"Can Peer Accountability Groups Help Students Achieve Their Goals? | KQED","description":"Some schools are finding that students can help one another reach their goals by, among other things, holding accountability rituals. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40833 http://ww2.kqed.org/mindshift/?p=40833","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/02/can-peer-groups-help-students-achieve-their-goals/","disqusTitle":"Can Peer Accountability Groups Help Students Achieve Their Goals?","path":"/mindshift/40833/can-peer-groups-help-students-achieve-their-goals","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\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>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\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>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40833/can-peer-groups-help-students-achieve-their-goals","authors":["3225"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_20784","mindshift_1040","mindshift_20761","mindshift_20783","mindshift_20873","mindshift_20557","mindshift_20852"],"featImg":"mindshift_41027","label":"mindshift"},"mindshift_38030":{"type":"posts","id":"mindshift_38030","meta":{"index":"posts_1591205157","site":"mindshift","id":"38030","score":null,"sort":[1412773357000]},"guestAuthors":[],"slug":"qa-plumbing-the-mysteries-of-the-teenage-brain","title":"Q&A: Plumbing The Mysteries Of The Teenage Brain","publishDate":1412773357,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In \u003cem>Age of Opportunity, \u003c/em>psychologist Larry Steinberg applies neuroscience to risk-taking, peer influence, the boredom of high school and other adolescent conundrums.","status":"publish","parent":0,"modified":1412773923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1438},"headData":{"title":"Q&A: Plumbing The Mysteries Of The Teenage Brain | KQED","description":"In Age of Opportunity, psychologist Larry Steinberg applies neuroscience to risk-taking, peer influence, the boredom of high school and other adolescent conundrums.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38030 http://blogs.kqed.org/mindshift/?p=38030","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/08/qa-plumbing-the-mysteries-of-the-teenage-brain/","disqusTitle":"Q&A: Plumbing The Mysteries Of The Teenage Brain","nprByline":"Anya Kamenetz","nprStoryId":"351187049","nprApiLink":"http://api.npr.org/query?id=351187049&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/10/04/351187049/q-a-plumbing-the-mysteries-of-the-teenage-brain?ft=3&f=351187049","nprRetrievedStory":"1","nprPubDate":"Sat, 04 Oct 2014 21:46:00 -0400","nprStoryDate":"Sat, 04 Oct 2014 08:03:00 -0400","nprLastModifiedDate":"Sat, 04 Oct 2014 21:46:58 -0400","path":"/mindshift/38030/qa-plumbing-the-mysteries-of-the-teenage-brain","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\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>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\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>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38030/qa-plumbing-the-mysteries-of-the-teenage-brain","authors":["byline_mindshift_38030"],"categories":["mindshift_1"],"tags":["mindshift_1040","mindshift_945","mindshift_20762","mindshift_46","mindshift_20761","mindshift_1038"],"featImg":"mindshift_24188","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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/mindshift2021-tile-3000x3000-1-scaled-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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