Bettina Love examines the impact of education policies on Black students and what we can do next
What to do when 'gentle parenting' fails
How parents can recognize and help a child with anxiety
The school staffing paradox: A growing workforce in shrinking classrooms
Understanding and Supporting Girls with ADHD
Inside the perplexing study that’s inspired colleges to drop remedial math
New research review questions the evidence for special education inclusion
Does growth mindset matter? The debate heats up with dueling meta-analyses
Three tools to help educators better understand what students need
Sponsored
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the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After Brown v. Board of Education, over 38,000 Black educators lost their jobs. That transformation, along with other policies that followed have had long-lasting consequences for Black children. Bettina Love, Columbia University professor and abolitionist educator, discusses these topics in her book, \"Punished for Dreaming.\"","status":"publish","parent":0,"modified":1704816769,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":4399},"headData":{"title":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","description":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC2522512170.mp3?updated=1704737099","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","authors":["11721"],"categories":["mindshift_21357","mindshift_21517","mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_21455","mindshift_21479","mindshift_20794","mindshift_20598","mindshift_35","mindshift_199","mindshift_381"],"featImg":"mindshift_62937","label":"mindshift"},"mindshift_62678":{"type":"posts","id":"mindshift_62678","meta":{"index":"posts_1591205157","site":"mindshift","id":"62678","score":null,"sort":[1698847946000]},"guestAuthors":[],"slug":"what-to-do-when-gentle-parenting-fails","title":"What to do when 'gentle parenting' fails","publishDate":1698847946,"format":"standard","headTitle":"What to do when ‘gentle parenting’ fails | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/when-gentle-parenting-doesnt-work\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently there has been a movement on social media and the parenting community more broadly \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">to practice “gentle parenting.”\u003c/a> The exact definition of gentle parenting is not completely clear because it is not a term that has been studied in the research or used by psychologists in clinical practice. The term \u003ca href=\"https://sarahockwell-smith.com/\">gentle parenting\u003c/a> is credited to British author, Sarah Ockwell-Smith, who wrote several books on the topic. Gentle parenting has since become a buzzword and been co-opted by countless parenting influencers on social media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reassuringly though, most conceptualizations of gentle parenting seem to be based on principles that nearly every child psychologist or expert in child development would endorse such as respecting the child, taking the child’s perspective into account, empathizing with and validating your child and building the parent-child bond through positive experiences. However, where gentle parenting seems to deviate from research-backed parenting programs is in what to do when you encounter behavior problems even after you start using these more positive strategies or when it is not possible to use these positive parenting strategies. Most evidence-based parenting programs work on these gentle or positive parenting skills first and then move to other techniques that help parents to handle the behavior problems that inevitably come up even \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">after\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> working on these positive, relationship-building strategies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are clearly some parents that gentle parenting works well for, or it wouldn’t have gained such a strong following. If gentle parenting is working for you, that is wonderful and there is no reason to change what you are doing. However, many parents report that gentle parenting does not work for their individual child and family. Research backs up this experience and suggests that gentle parenting strategies alone may not be effective for every situation and every child. Specifically, \u003c/span>\u003cspan style=\"font-weight: 400\">researchers have found that gentle parenting techniques are \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15295192.2018.1465304\">not as effective for more serious challenging behavior\u003c/a>, such as aggression, or for children that are oppositional or harder to manage\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, we as parents would all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">love\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> if simply validating and empathizing with our child’s emotions was all we needed to do — but in the real world it doesn’t seem to be so simple. It is easy to stay calm and validate your child’s emotions when you are calm and everything is going well but nearly all parents reach a point of overwhelm during which they just can’t be the gentle parent they want to be. In these moments, parents may be tempted to resort to harsh and ineffective parenting strategies, like yelling or spanking, instead of using research-backed strategies that are not technically “gentle parenting” but are less harsh and might actually work. Sometimes gentle parenting strategies may even result in a pattern of increasingly frequent episodes of challenging behavior, which makes gentle parenting more difficult because you as the parent eventually get worn down, or the parent-child relationship suffers due to a lack of positive interactions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Real life may also get in the way. You can empathize with your child that they hate wearing socks but at some point you have to get them to put on their socks and shoes or you will be late for school. You may also have other children and responsibilities that make gentle parenting difficult. It is hard to “help your child to stop hitting” when you are breastfeeding a newborn or making dinner for your family. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the overarching principles of gentle parenting may resonate with many parents (I know they do for me), these same parents may still feel at a loss for how to apply these principles in the more difficult situations of parenting. So what happens when gentle parenting doesn’t seem to be working? Or maybe gentle parenting does work most of the time but doesn’t work in some situations, such as when either you or your child is having an off day? The strategies listed below are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> recommended by most gentle parenting advocates but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">are\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> consistently supported by research and included in most evidence-based parenting programs. If gentle parenting is working for you, of course, you do not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to use these strategies but if you are one of the many parents who feel like you might need something more, the following strategies may be helpful for you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What to do when gentle parenting isn’t working\u003c/b>\u003c/p>\n\u003cp>\u003cb>1. Use consequences:\u003c/b>\u003cspan style=\"font-weight: 400\"> Consequences seem to be a bad word in the gentle parenting sphere. Gentle parenting advocates suggest that the problem with consequences is that we want our children to be internally motivated to behave rather than responding only to externally imposed consequences, such as having an internal motivation to be kind rather than being kind simply to avoid losing iPad time. Yet it is important to keep in mind that all behavior has consequences regardless of whether you impose them or not. Imagine this situation: Your child takes a toy from their brother and you go over and empathize with them that it is hard to see your brother play with a toy you want but it still isn’t okay to take the toy. Your child then has the positive consequence of gaining access to the toy \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">getting your attention. Whether it was your intention or not, you just increased the likelihood of them snatching a toy in the future. All humans respond to these laws of behavior. Even as an adult, you may consider yourself intrinsically motivated to be a conscientious person but if there were no penalties for speeding, would you always drive under the speed limit? And if you got a ticket would you be more careful about speeding in the future?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In particular, research consistently finds that \u003c/span>\u003cb>\u003ci>logical consequences\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> are related to improved \u003c/span>\u003ca href=\"https://research.bangor.ac.uk/portal/files/23231845/Leijten_et_al_2019_JAACAP_Key_Parenting_Program_Components.pdf\">\u003cspan style=\"font-weight: 400\">behavior\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i> \u003ca href=\"http://mapageweb.umontreal.ca/mageaug/Articles/Joussemet_Mageau_Koestner_2013.pdf\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in children. Logical consequences are consequences that are related to the behavior so they make sense to children. Logical consequences can include any of the following: making them stop play to get an ice pack or a bandaid for another child that they hurt, leaving the playground when they aren’t following the rules, cleaning up a mess that they made before they are allowed to move on to the next activity, not having time to watch their favorite show because they didn’t clean their room when you asked, and losing access to a toy when they don’t use it appropriately. \u003c/span>\u003ca href=\"https://selfdeterminationtheory.org/wp-content/uploads/2022/03/2020_RobichaudMageauSoenens_TheRoleofLogical.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences may even be linked with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> intrinsic motivation to follow the rules. \u003c/span>\u003ca href=\"http://selfdeterminationtheory.org/wp-content/uploads/2018/03/2018_MageauLesssardEtal.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that logical consequences are more effective than simply reminding children of the rule or limit. Although \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1131778\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that it is important for parents to remind children of the rule or limit and explain why it exists, research also suggests that parents sometimes need to use consequences alongside this type of verbal reasoning in order to positively impact behavior. For example, \u003c/span>\u003ca href=\"https://www.proquest.com/openview/fd4fe3695828fd077fb647bf034d35c2/1?pq-origsite=gscholar&cbl=25922\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that this type of verbal reasoning only works to improve behavior and reduce aggression with toddlers if parents followed through on consequences some of the time (at least 10% of the time).\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Selective attention/planned ignoring:\u003c/b> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1663184\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that attention is an incredibly powerful parenting tool. To use your attention to improve your child’s behavior and make your day-to-day parenting a little easier, try to make a concerted effort to pay more attention to positive behaviors than negative behaviors. This is called “selective attention.” So if your child is whining to get your attention, make an effort to notice and praise whenever they use a “normal voice”. However, if simply noticing and praising the positive behavior doesn’t seem to be working, it is okay to ignore more minor misbehavior, such as whining, fussing, mild arguing or asking the same questions over and over again. Sometimes children and parents get into a bad cycle where negative behaviors get more attention than positive behaviors so to get out of this cycle, parents may have to both pay more attention to positive behavior \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ignore some negative behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are only using more gentle parenting strategies like emotion coaching for challenging behavior, which is a \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10578-012-0322-1\">\u003cspan style=\"font-weight: 400\">great research-backed strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, parents may unintentionally end up paying more attention to children when they are showing challenging behaviors than positive behaviors which then increases the frequency of the challenging behaviors and decreases the frequency of the positive behaviors. This could create a situation in which challenging behaviors become so frequent that the parent eventually loses patience and resorts to harsh and ineffective parenting strategies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most research-backed parenting programs, such as \u003c/span>\u003ca href=\"https://www.parentchildinteractiontherapy.com/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(PCIT), advise parents to use ignoring for minor challenging behavior. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5530857/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of brief ignoring of minor behavior is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/224025331_Mothers'_Perceptions_of_Young_Children_Parenting_and_Young_Children's_Behavior_Problems\">\u003cspan style=\"font-weight: 400\">improved behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6173420/\">\u003cspan style=\"font-weight: 400\">reduced non-compliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: children being more likely to listen to parents). An important note about ignoring: Ideally parents should only ignore minor challenging behavior that has the goal of gaining attention. It doesn’t make sense to ignore any behavior related to emotional dysregulation, since your child may genuinely need your help with calming down, or a more serious behavior like aggression, since you need to step in to keep your child and others safe. It is also important to remember that you are ignoring the behavior and not the child. When the child stops the behavior, make sure to pay attention and notice and praise any positive behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try timeout\u003c/b>\u003cspan style=\"font-weight: 400\">: It seems that one of the core tenets of gentle parenting is that timeout is harmful to children and some gentle parenting advocates go so far as to equate timeout with physical abuse. Yet, \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">research does not find any evidence for harm associated with timeout\u003c/a> and even finds that it may be linked with positive outcomes. Research also indicates that timeout is very effective in improving behavior. In particular, timeout may be helpful at times when a parent is at risk for using more harsh discipline strategies. For example, when you feel “triggered” as a parent, timeout can give you all a chance to calm down in order to effectively deal with a difficult situation. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with worse mental health in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might be the right choice for you and your family. The gentle parenting movement often recommends “time-in” as an alternative to timeout. Yet, research has yet to determine whether “time-in” is an effective strategy. If “time-in” works for you and your child, it doesn’t matter that it is not supported by research and you should continue to use it. However, if it is not working for you or your child, feel free to use another approach like timeout without guilt. If it does not feel right to you as a parent to use timeout, follow your instincts and don’t use it. Research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Take care of yourself before your children\u003c/b>\u003cspan style=\"font-weight: 400\">: The advice of gentle parenting advocates sometimes doesn’t seem to acknowledge that parents are people too. We have feelings, needs and desires that matter. For example, many gentle parenting advocates suggest that parents should never tell their children when they make you feel sad or angry because this may cause codependency. Of course we do not want to use our feelings to manipulate or guilt our children, but we have no evidence that honestly sharing our emotions with our children has any negative impacts and we do have \u003c/span>\u003cspan style=\"font-weight: 400\">some evidence that hiding your emotions from your child is \u003ca href=\"https://psycnet.apa.org/manuscript/2020-26571-001.pdf\">associated with more stress in children and strain on the parent-child relationship\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. It is also impossible to help your children to regulate their emotions when you are feeling dysregulated, as is often the case when your children are dysregulated — \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4604752/\">\u003cspan style=\"font-weight: 400\">particularly if you are an empathetic person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some gentle parenting proponents fail to mention that it is more than okay if you need to take care of your own emotional needs before your children’s. This might mean telling your children that you can’t play with them because you are too stressed or busy. It could be walking away from a situation and calming yourself down before you calm them down. It could be ignoring their demands until you have met your own needs. As parents we often put our children first, but being a good parent may also involve occasionally \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">putting yourself first\u003c/a>. If you feel guilty about this then remember that even if you could be a person devoid of all emotions and the perfectly calm co-regulator for your child, you are setting up an unrealistic expectation for all future relationships — future friendships and spouses will never be able to completely put aside their own feelings in every scenario. It might cause guilt in the moment but remember that you are modeling \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">healthy emotional regulation\u003c/a> when you take care of yourself first. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports the core tenets of gentle parenting, which include validating and empathizing with your child’s emotions, enhancing the parent-child relationship, giving your child positive attention, assuming the best of your child and modeling for children the behavior you want to see. However, for some children and parents and in some situations, these strategies don’t seem to be effective. When gentle parenting doesn’t seem to be working, it does \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> mean that you have failed at being a gentle parent— only that it might be time to try something else. It is important to remember that these strategies have not been found to be effective for all families. When gentle parenting doesn’t seem to be working, parents should feel free to try using evidence-based strategies such as consequences, timeout, ignoring, and taking care of yourself before your child. Above all, it is important for parents to remember that gentle parenting is a trend and not a religion — feel free to take the parts you like and leave the rest.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"'Gentle parenting' seems to be based on sound child psychology principles, but these techniques may not be as effective for more serious challenging behavior.","status":"publish","parent":0,"modified":1698847989,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":2486},"headData":{"title":"What to do when 'gentle parenting' fails | KQED","description":"'Gentle parenting' seems to be based on sound psychology principles, but these techniques may not be as effective for more serious challenging behavior.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"'Gentle parenting' seems to be based on sound psychology principles, but these techniques may not be as effective for more serious challenging behavior."},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62678/what-to-do-when-gentle-parenting-fails","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/when-gentle-parenting-doesnt-work\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently there has been a movement on social media and the parenting community more broadly \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">to practice “gentle parenting.”\u003c/a> The exact definition of gentle parenting is not completely clear because it is not a term that has been studied in the research or used by psychologists in clinical practice. The term \u003ca href=\"https://sarahockwell-smith.com/\">gentle parenting\u003c/a> is credited to British author, Sarah Ockwell-Smith, who wrote several books on the topic. Gentle parenting has since become a buzzword and been co-opted by countless parenting influencers on social media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reassuringly though, most conceptualizations of gentle parenting seem to be based on principles that nearly every child psychologist or expert in child development would endorse such as respecting the child, taking the child’s perspective into account, empathizing with and validating your child and building the parent-child bond through positive experiences. However, where gentle parenting seems to deviate from research-backed parenting programs is in what to do when you encounter behavior problems even after you start using these more positive strategies or when it is not possible to use these positive parenting strategies. Most evidence-based parenting programs work on these gentle or positive parenting skills first and then move to other techniques that help parents to handle the behavior problems that inevitably come up even \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">after\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> working on these positive, relationship-building strategies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are clearly some parents that gentle parenting works well for, or it wouldn’t have gained such a strong following. If gentle parenting is working for you, that is wonderful and there is no reason to change what you are doing. However, many parents report that gentle parenting does not work for their individual child and family. Research backs up this experience and suggests that gentle parenting strategies alone may not be effective for every situation and every child. Specifically, \u003c/span>\u003cspan style=\"font-weight: 400\">researchers have found that gentle parenting techniques are \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15295192.2018.1465304\">not as effective for more serious challenging behavior\u003c/a>, such as aggression, or for children that are oppositional or harder to manage\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, we as parents would all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">love\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> if simply validating and empathizing with our child’s emotions was all we needed to do — but in the real world it doesn’t seem to be so simple. It is easy to stay calm and validate your child’s emotions when you are calm and everything is going well but nearly all parents reach a point of overwhelm during which they just can’t be the gentle parent they want to be. In these moments, parents may be tempted to resort to harsh and ineffective parenting strategies, like yelling or spanking, instead of using research-backed strategies that are not technically “gentle parenting” but are less harsh and might actually work. Sometimes gentle parenting strategies may even result in a pattern of increasingly frequent episodes of challenging behavior, which makes gentle parenting more difficult because you as the parent eventually get worn down, or the parent-child relationship suffers due to a lack of positive interactions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Real life may also get in the way. You can empathize with your child that they hate wearing socks but at some point you have to get them to put on their socks and shoes or you will be late for school. You may also have other children and responsibilities that make gentle parenting difficult. It is hard to “help your child to stop hitting” when you are breastfeeding a newborn or making dinner for your family. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the overarching principles of gentle parenting may resonate with many parents (I know they do for me), these same parents may still feel at a loss for how to apply these principles in the more difficult situations of parenting. So what happens when gentle parenting doesn’t seem to be working? Or maybe gentle parenting does work most of the time but doesn’t work in some situations, such as when either you or your child is having an off day? The strategies listed below are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> recommended by most gentle parenting advocates but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">are\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> consistently supported by research and included in most evidence-based parenting programs. If gentle parenting is working for you, of course, you do not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to use these strategies but if you are one of the many parents who feel like you might need something more, the following strategies may be helpful for you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What to do when gentle parenting isn’t working\u003c/b>\u003c/p>\n\u003cp>\u003cb>1. Use consequences:\u003c/b>\u003cspan style=\"font-weight: 400\"> Consequences seem to be a bad word in the gentle parenting sphere. Gentle parenting advocates suggest that the problem with consequences is that we want our children to be internally motivated to behave rather than responding only to externally imposed consequences, such as having an internal motivation to be kind rather than being kind simply to avoid losing iPad time. Yet it is important to keep in mind that all behavior has consequences regardless of whether you impose them or not. Imagine this situation: Your child takes a toy from their brother and you go over and empathize with them that it is hard to see your brother play with a toy you want but it still isn’t okay to take the toy. Your child then has the positive consequence of gaining access to the toy \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">getting your attention. Whether it was your intention or not, you just increased the likelihood of them snatching a toy in the future. All humans respond to these laws of behavior. Even as an adult, you may consider yourself intrinsically motivated to be a conscientious person but if there were no penalties for speeding, would you always drive under the speed limit? And if you got a ticket would you be more careful about speeding in the future?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In particular, research consistently finds that \u003c/span>\u003cb>\u003ci>logical consequences\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> are related to improved \u003c/span>\u003ca href=\"https://research.bangor.ac.uk/portal/files/23231845/Leijten_et_al_2019_JAACAP_Key_Parenting_Program_Components.pdf\">\u003cspan style=\"font-weight: 400\">behavior\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i> \u003ca href=\"http://mapageweb.umontreal.ca/mageaug/Articles/Joussemet_Mageau_Koestner_2013.pdf\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in children. Logical consequences are consequences that are related to the behavior so they make sense to children. Logical consequences can include any of the following: making them stop play to get an ice pack or a bandaid for another child that they hurt, leaving the playground when they aren’t following the rules, cleaning up a mess that they made before they are allowed to move on to the next activity, not having time to watch their favorite show because they didn’t clean their room when you asked, and losing access to a toy when they don’t use it appropriately. \u003c/span>\u003ca href=\"https://selfdeterminationtheory.org/wp-content/uploads/2022/03/2020_RobichaudMageauSoenens_TheRoleofLogical.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences may even be linked with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> intrinsic motivation to follow the rules. \u003c/span>\u003ca href=\"http://selfdeterminationtheory.org/wp-content/uploads/2018/03/2018_MageauLesssardEtal.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that logical consequences are more effective than simply reminding children of the rule or limit. Although \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1131778\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that it is important for parents to remind children of the rule or limit and explain why it exists, research also suggests that parents sometimes need to use consequences alongside this type of verbal reasoning in order to positively impact behavior. For example, \u003c/span>\u003ca href=\"https://www.proquest.com/openview/fd4fe3695828fd077fb647bf034d35c2/1?pq-origsite=gscholar&cbl=25922\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that this type of verbal reasoning only works to improve behavior and reduce aggression with toddlers if parents followed through on consequences some of the time (at least 10% of the time).\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Selective attention/planned ignoring:\u003c/b> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1663184\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that attention is an incredibly powerful parenting tool. To use your attention to improve your child’s behavior and make your day-to-day parenting a little easier, try to make a concerted effort to pay more attention to positive behaviors than negative behaviors. This is called “selective attention.” So if your child is whining to get your attention, make an effort to notice and praise whenever they use a “normal voice”. However, if simply noticing and praising the positive behavior doesn’t seem to be working, it is okay to ignore more minor misbehavior, such as whining, fussing, mild arguing or asking the same questions over and over again. Sometimes children and parents get into a bad cycle where negative behaviors get more attention than positive behaviors so to get out of this cycle, parents may have to both pay more attention to positive behavior \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ignore some negative behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are only using more gentle parenting strategies like emotion coaching for challenging behavior, which is a \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10578-012-0322-1\">\u003cspan style=\"font-weight: 400\">great research-backed strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, parents may unintentionally end up paying more attention to children when they are showing challenging behaviors than positive behaviors which then increases the frequency of the challenging behaviors and decreases the frequency of the positive behaviors. This could create a situation in which challenging behaviors become so frequent that the parent eventually loses patience and resorts to harsh and ineffective parenting strategies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most research-backed parenting programs, such as \u003c/span>\u003ca href=\"https://www.parentchildinteractiontherapy.com/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(PCIT), advise parents to use ignoring for minor challenging behavior. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5530857/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of brief ignoring of minor behavior is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/224025331_Mothers'_Perceptions_of_Young_Children_Parenting_and_Young_Children's_Behavior_Problems\">\u003cspan style=\"font-weight: 400\">improved behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6173420/\">\u003cspan style=\"font-weight: 400\">reduced non-compliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: children being more likely to listen to parents). An important note about ignoring: Ideally parents should only ignore minor challenging behavior that has the goal of gaining attention. It doesn’t make sense to ignore any behavior related to emotional dysregulation, since your child may genuinely need your help with calming down, or a more serious behavior like aggression, since you need to step in to keep your child and others safe. It is also important to remember that you are ignoring the behavior and not the child. When the child stops the behavior, make sure to pay attention and notice and praise any positive behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try timeout\u003c/b>\u003cspan style=\"font-weight: 400\">: It seems that one of the core tenets of gentle parenting is that timeout is harmful to children and some gentle parenting advocates go so far as to equate timeout with physical abuse. Yet, \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">research does not find any evidence for harm associated with timeout\u003c/a> and even finds that it may be linked with positive outcomes. Research also indicates that timeout is very effective in improving behavior. In particular, timeout may be helpful at times when a parent is at risk for using more harsh discipline strategies. For example, when you feel “triggered” as a parent, timeout can give you all a chance to calm down in order to effectively deal with a difficult situation. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with worse mental health in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might be the right choice for you and your family. The gentle parenting movement often recommends “time-in” as an alternative to timeout. Yet, research has yet to determine whether “time-in” is an effective strategy. If “time-in” works for you and your child, it doesn’t matter that it is not supported by research and you should continue to use it. However, if it is not working for you or your child, feel free to use another approach like timeout without guilt. If it does not feel right to you as a parent to use timeout, follow your instincts and don’t use it. Research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Take care of yourself before your children\u003c/b>\u003cspan style=\"font-weight: 400\">: The advice of gentle parenting advocates sometimes doesn’t seem to acknowledge that parents are people too. We have feelings, needs and desires that matter. For example, many gentle parenting advocates suggest that parents should never tell their children when they make you feel sad or angry because this may cause codependency. Of course we do not want to use our feelings to manipulate or guilt our children, but we have no evidence that honestly sharing our emotions with our children has any negative impacts and we do have \u003c/span>\u003cspan style=\"font-weight: 400\">some evidence that hiding your emotions from your child is \u003ca href=\"https://psycnet.apa.org/manuscript/2020-26571-001.pdf\">associated with more stress in children and strain on the parent-child relationship\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. It is also impossible to help your children to regulate their emotions when you are feeling dysregulated, as is often the case when your children are dysregulated — \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4604752/\">\u003cspan style=\"font-weight: 400\">particularly if you are an empathetic person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some gentle parenting proponents fail to mention that it is more than okay if you need to take care of your own emotional needs before your children’s. This might mean telling your children that you can’t play with them because you are too stressed or busy. It could be walking away from a situation and calming yourself down before you calm them down. It could be ignoring their demands until you have met your own needs. As parents we often put our children first, but being a good parent may also involve occasionally \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">putting yourself first\u003c/a>. If you feel guilty about this then remember that even if you could be a person devoid of all emotions and the perfectly calm co-regulator for your child, you are setting up an unrealistic expectation for all future relationships — future friendships and spouses will never be able to completely put aside their own feelings in every scenario. It might cause guilt in the moment but remember that you are modeling \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">healthy emotional regulation\u003c/a> when you take care of yourself first. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports the core tenets of gentle parenting, which include validating and empathizing with your child’s emotions, enhancing the parent-child relationship, giving your child positive attention, assuming the best of your child and modeling for children the behavior you want to see. However, for some children and parents and in some situations, these strategies don’t seem to be effective. When gentle parenting doesn’t seem to be working, it does \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> mean that you have failed at being a gentle parent— only that it might be time to try something else. It is important to remember that these strategies have not been found to be effective for all families. When gentle parenting doesn’t seem to be working, parents should feel free to try using evidence-based strategies such as consequences, timeout, ignoring, and taking care of yourself before your child. Above all, it is important for parents to remember that gentle parenting is a trend and not a religion — feel free to take the parts you like and leave the rest.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62678/what-to-do-when-gentle-parenting-fails","authors":["byline_mindshift_62678"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_21588","mindshift_21833","mindshift_20568","mindshift_21706","mindshift_20796","mindshift_381"],"featImg":"mindshift_62681","label":"mindshift"},"mindshift_62628":{"type":"posts","id":"mindshift_62628","meta":{"index":"posts_1591205157","site":"mindshift","id":"62628","score":null,"sort":[1697632218000]},"guestAuthors":[],"slug":"how-parents-can-recognize-and-help-a-child-with-anxiety","title":"How parents can recognize and help a child with anxiety","publishDate":1697632218,"format":"standard","headTitle":"How parents can recognize and help a child with anxiety | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","status":"publish","parent":0,"modified":1697632517,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1798},"headData":{"title":"How parents can recognize and help a child with anxiety | KQED","description":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders."},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","authors":["byline_mindshift_62628"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20589","mindshift_21827","mindshift_20865","mindshift_20568","mindshift_21706","mindshift_21749","mindshift_381"],"featImg":"mindshift_62629","label":"mindshift"},"mindshift_62484":{"type":"posts","id":"mindshift_62484","meta":{"index":"posts_1591205157","site":"mindshift","id":"62484","score":null,"sort":[1696845628000]},"guestAuthors":[],"slug":"the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","title":"The school staffing paradox: A growing workforce in shrinking classrooms","publishDate":1696845628,"format":"standard","headTitle":"The school staffing paradox: A growing workforce in shrinking classrooms | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>[gallery ids=\"62493,62494,62495,62496,62497\"]\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Explore the reasons behind the surprising trend of growing school staff despite declining student numbers. Uncover the implications for education.","status":"publish","parent":0,"modified":1696702789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":861},"headData":{"title":"The school staffing paradox: A growing workforce in shrinking classrooms | KQED","description":"Discover the surprising trends in school staffing: more staff, fewer students. Explore the reasons and implications of this education workforce shift.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the surprising trends in school staffing: more staff, fewer students. Explore the reasons and implications of this education workforce shift."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62484/the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\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 second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"ids":"62493,62494,62495,62496,62497","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62484/the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","authors":["byline_mindshift_62484"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21788","mindshift_21525","mindshift_608","mindshift_381","mindshift_21456","mindshift_21629","mindshift_21263"],"featImg":"mindshift_62486","label":"mindshift"},"mindshift_61615":{"type":"posts","id":"mindshift_61615","meta":{"index":"posts_1591205157","site":"mindshift","id":"61615","score":null,"sort":[1684717248000]},"guestAuthors":[],"slug":"understanding-and-supporting-girls-with-adhd","title":"Understanding and Supporting Girls with ADHD","publishDate":1684717248,"format":"standard","headTitle":"Understanding and Supporting Girls with ADHD | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Attention Deficit Hyperactivity Disorder (ADHD) has long been associated with young boys, but \u003c/span>\u003ca href=\"https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research over the past four decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has revealed a hidden world of girls affected by the disorder. Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Dr. Stephen Hinshaw shares practical solutions for supporting girls with ADHD so parents and educators alike can challenge common stereotypes and embrace a more holistic understanding of the disorder.\r\n","status":"publish","parent":0,"modified":1713291306,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1017},"headData":{"title":"Understanding and Supporting Girls with ADHD | KQED","description":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Attention Deficit Hyperactivity Disorder (ADHD) has long been associated with young boys, but \u003c/span>\u003ca href=\"https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research over the past four decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has revealed a hidden world of girls affected by the disorder. Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","authors":["11721"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_20862","mindshift_21198","mindshift_21118","mindshift_21336","mindshift_20825","mindshift_20568","mindshift_381"],"featImg":"mindshift_61620","label":"mindshift"},"mindshift_61606":{"type":"posts","id":"mindshift_61606","meta":{"index":"posts_1591205157","site":"mindshift","id":"61606","score":null,"sort":[1684144842000]},"guestAuthors":[],"slug":"inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","title":"Inside the perplexing study that’s inspired colleges to drop remedial math","publishDate":1684144842,"format":"standard","headTitle":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","status":"publish","parent":0,"modified":1684275524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1964},"headData":{"title":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","description":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college 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>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","authors":["byline_mindshift_61606"],"categories":["mindshift_21504"],"tags":["mindshift_276","mindshift_21261","mindshift_20966","mindshift_68","mindshift_392","mindshift_381","mindshift_47","mindshift_391"],"featImg":"mindshift_61626","label":"mindshift"},"mindshift_60754":{"type":"posts","id":"mindshift_60754","meta":{"index":"posts_1591205157","site":"mindshift","id":"60754","score":null,"sort":[1673262027000]},"guestAuthors":[],"slug":"new-research-review-questions-the-evidence-for-special-education-inclusion","title":"New research review questions the evidence for special education inclusion","publishDate":1673262027,"format":"standard","headTitle":"New research review questions the evidence for special education inclusion | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. But she threw out 99 percent of them, many of which were quite favorable to inclusion. Most were qualitative studies that described students’ experiences in an inclusion classroom but didn’t rigorously track academic progress. Among those that did monitor math or reading, many of them simply noted how much students improved in an inclusive setting, but didn’t compare those gains with how students might have otherwise fared in a separate special-needs only setting.\u003c/p>\n\u003cp>Fewer than 100 studies had comparison groups, but still most of those didn’t make the cut because the students in inclusive settings were vastly different from those in separate settings. Special education is a particularly difficult area to study because researchers cannot randomly assign students with disabilities to different treatments. Schools tend to keep children with milder disabilities in a regular classroom and teach only those with the most severe disabilities separately. In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Two thirds of U.S. students who receive special education services spend most of their time in traditional classrooms. A new international meta-analysis on special education inclusion found inconsistent results.","status":"publish","parent":0,"modified":1707838466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1165},"headData":{"title":"New research review questions the evidence for special education inclusion | KQED","description":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60754/new-research-review-questions-the-evidence-for-special-education-inclusion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for 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>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. But she threw out 99 percent of them, many of which were quite favorable to inclusion. Most were qualitative studies that described students’ experiences in an inclusion classroom but didn’t rigorously track academic progress. Among those that did monitor math or reading, many of them simply noted how much students improved in an inclusive setting, but didn’t compare those gains with how students might have otherwise fared in a separate special-needs only setting.\u003c/p>\n\u003cp>Fewer than 100 studies had comparison groups, but still most of those didn’t make the cut because the students in inclusive settings were vastly different from those in separate settings. Special education is a particularly difficult area to study because researchers cannot randomly assign students with disabilities to different treatments. Schools tend to keep children with milder disabilities in a regular classroom and teach only those with the most severe disabilities separately. In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60754/new-research-review-questions-the-evidence-for-special-education-inclusion","authors":["byline_mindshift_60754"],"categories":["mindshift_21504"],"tags":["mindshift_21471","mindshift_163","mindshift_21521","mindshift_381","mindshift_20934"],"featImg":"mindshift_60758","label":"mindshift"},"mindshift_60490":{"type":"posts","id":"mindshift_60490","meta":{"index":"posts_1591205157","site":"mindshift","id":"60490","score":null,"sort":[1670238033000]},"guestAuthors":[],"slug":"does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","title":"Does growth mindset matter? The debate heats up with dueling meta-analyses","publishDate":1670238033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Two conflicting meta-analyses in the same research journal have sparked new debate over growth mindset, Carol Dweck's popular education theory.","status":"publish","parent":0,"modified":1670001161,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2193},"headData":{"title":"Does growth mindset matter? The debate heats up with dueling meta-analyses - MindShift","description":"Two conflicting meta-analyses in the same research journal have sparked new debate over Carol Dweck's popular education theory.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\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>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","authors":["byline_mindshift_60490"],"categories":["mindshift_21504"],"tags":["mindshift_796","mindshift_21095","mindshift_20512","mindshift_381"],"featImg":"mindshift_60493","label":"mindshift"},"mindshift_59217":{"type":"posts","id":"mindshift_59217","meta":{"index":"posts_1591205157","site":"mindshift","id":"59217","score":null,"sort":[1648454759000]},"guestAuthors":[],"slug":"three-tools-to-help-educators-better-understand-what-students-need","title":"Three tools to help educators better understand what students need","publishDate":1648454759,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that's not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it's color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">New data practices aren't only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. \"The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,\" says Haupert. “There's a real fear around what this data is going to be used for. Is it going to be used to say that I'm doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students' experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. \"But oftentimes that's lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bagsik's students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","status":"publish","parent":0,"modified":1664478482,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1864},"headData":{"title":"Three tools to help educators better understand what students need - MindShift","description":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59217 https://ww2.kqed.org/mindshift/?p=59217","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/28/three-tools-to-help-educators-better-understand-what-students-need/","disqusTitle":"Three tools to help educators better understand what students need","excludeFromSiteSearch":"Include","path":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that's not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it's color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">New data practices aren't only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. \"The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,\" says Haupert. “There's a real fear around what this data is going to be used for. Is it going to be used to say that I'm doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students' experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. \"But oftentimes that's lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bagsik's students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_108","mindshift_21250","mindshift_21403","mindshift_631","mindshift_381","mindshift_91","mindshift_20779"],"featImg":"mindshift_59230","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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