With classroom behavior issues on the rise, restorative justice offers solutions
5 Strategies for developing a school-wide culture of healing
How Schools Can Use Life Transitions To Help Students Feel They Belong
Why Restorative Justice Is About More Than Reducing Suspensions
Making Schools Safer: Harsh Consequences, Or Second Chances?
A Deeper Look at the Whole School Approach to Behavior
Courage To Change: What It Takes to Shift to Restorative Discipline
7 Books That Teach Kids About Social Justice and Activism
School Bullying Is Down. Why Don't Students Believe It?
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She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \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=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers looking to address post-pandemic behavior issues and rusty social skills, restorative justice programs can help students express their feelings and manage their emotions.\r\n","status":"publish","parent":0,"modified":1700528871,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1574},"headData":{"title":"With classroom behavior issues on the rise, restorative justice offers solutions | KQED","description":"For teachers looking to address post-pandemic behavior issues and rusty social skills, restorative justice programs can help students express their feelings and manage their emotions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For teachers looking to address post-pandemic behavior issues and rusty social skills, restorative justice programs can help students express their feelings and manage their emotions.","schema":{"@context":"http://schema.org","@type":"Article","headline":"With classroom behavior issues on the rise, restorative justice offers solutions","datePublished":"2022-08-30T07:04:49.000Z","dateModified":"2023-11-21T01:07:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC4064440725.mp3?updated=1661540526","excludeFromSiteSearch":"Include","path":"/mindshift/59757/with-classroom-behavior-issues-on-the-rise-restorative-justice-offers-solutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to return to school in person for her junior year, Kimberly Higareda was resistant. She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \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=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\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;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59757/with-classroom-behavior-issues-on-the-rise-restorative-justice-offers-solutions","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21198","mindshift_21474","mindshift_20865","mindshift_21213","mindshift_20793","mindshift_21208","mindshift_943"],"featImg":"mindshift_59765","label":"mindshift_21847"},"mindshift_59008":{"type":"posts","id":"mindshift_59008","meta":{"index":"posts_1591205157","site":"mindshift","id":"59008","score":null,"sort":[1644304833000]},"guestAuthors":[],"slug":"5-strategies-for-developing-a-school-wide-culture-of-healing","title":"5 Strategies for developing a school-wide culture of healing","publishDate":1644304833,"format":"standard","headTitle":"5 Strategies for developing a school-wide culture of healing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\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":"Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","status":"publish","parent":0,"modified":1713642541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1559},"headData":{"title":"5 Strategies for developing a school-wide culture of healing | KQED","description":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Strategies for developing a school-wide culture of healing","datePublished":"2022-02-08T07:20:33.000Z","dateModified":"2024-04-20T19:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \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;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\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/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20984","mindshift_21448","mindshift_21015","mindshift_21213","mindshift_21906","mindshift_20793","mindshift_486","mindshift_944","mindshift_943","mindshift_20925","mindshift_21395","mindshift_21105","mindshift_20999"],"featImg":"mindshift_59010","label":"mindshift"},"mindshift_53194":{"type":"posts","id":"mindshift_53194","meta":{"index":"posts_1591205157","site":"mindshift","id":"53194","score":null,"sort":[1557294092000]},"guestAuthors":[],"slug":"how-schools-can-use-life-transitions-to-help-students-feel-they-belong","title":"How Schools Can Use Life Transitions To Help Students Feel They Belong","publishDate":1557294092,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n","blocks":[],"excerpt":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","status":"publish","parent":0,"modified":1557347064,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/mvsw-kze3QU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2412},"headData":{"title":"How Schools Can Use Life Transitions To Help Students Feel They Belong | KQED","description":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Use Life Transitions To Help Students Feel They Belong","datePublished":"2019-05-08T05:41:32.000Z","dateModified":"2019-05-08T20:24:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53194 https://ww2.kqed.org/mindshift/?p=53194","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/07/how-schools-can-use-life-transitions-to-help-students-feel-they-belong/","disqusTitle":"How Schools Can Use Life Transitions To Help Students Feel They Belong","path":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\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>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\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>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_146","mindshift_20877","mindshift_256","mindshift_20793","mindshift_634"],"featImg":"mindshift_53631","label":"mindshift"},"mindshift_51686":{"type":"posts","id":"mindshift_51686","meta":{"index":"posts_1591205157","site":"mindshift","id":"51686","score":null,"sort":[1532547881000]},"guestAuthors":[],"slug":"how-restorative-justice-is-about-more-than-just-reducing-suspensions","title":"Why Restorative Justice Is About More Than Reducing Suspensions","publishDate":1532547881,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-suspensions/\">restorative justice\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\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\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>With just two words, a classroom can be thrown into chaos. Anne Gregory, an associate professor of psychology at Rutgers University, recalls just such a scenario when an angry high school student shouted an expletive (“F— off!”) at his teacher, bringing class to a halt.\u003c/p>\n\u003cp>Gregory, who studies school discipline, wasn’t present for the outburst itself but she saw its aftermath. At many schools, she explains, the response would be simple: send the student straight to an administrator to mete out punishment, probably a suspension.\u003c/p>\n\u003cp>Instead, the vice principal came to the classroom. He dismissed most students for their lunch break while inviting anyone who felt personally affected by the incident to remain in the room with the teacher and the outspoken student. Then that smaller group, under the vice principal’s guidance, discussed what had just happened.\u003c/p>\n\u003cp>Gregory was witnessing a restorative circle. It’s a practice derived from a movement in education known as restorative justice, an approach to discipline that replaces punishment with repairing harm. And it is \u003ca href=\"http://hechingerreport.org/happens-instead-suspensions-kids-talk-mistakes/\">sweeping across schools nationwide\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the classroom Gregory observed, all those gathered shared their perspective. The teacher expressed remorse for reacting to the student’s outburst with so much frustration. Another student reflected on her own struggles with anger management. And the young man whose words sparked the incident apologized and described how the stress of a difficult morning had boiled over in his behavior. He then agreed to help his teacher set up her Powerpoint and distribute textbooks at the beginning of each class as a way of compensating his classmates’ lost instructional time.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The incident neatly illustrates how the restorative process brings a community together at a moment when, traditionally, conflict might divide the classroom. But is it worth all of that effort? Evidence from the court system, school surveys and controlled experiments suggests restorative justice can indeed do a lot of good. Although more studies are needed to explore its full effects on schools, the research thus far hints that this approach to discipline helps people feel respected and that they, in turn, show greater respect for rules.\u003c/p>\n\u003cp>To understand restorative justice, it’s worth looking at its roots. \u003ca href=\"https://www.iirp.edu/defining-restorative/history\">About forty years ago\u003c/a>, criminal justice scholars and reformers \u003ca href=\"https://charterforcompassion.org/restorative-justice/restorative-justice-some-facts-and-history\">in North America and Europe\u003c/a> began exploring justice across cultures and studying the perspectives of perpetrators. “Eye for an eye” thinking, they found, may be a longstanding part of Western society, but that’s not true everywhere: some communities place reconciliation above retribution. Inspired by this realization, the restorative justice movement was born.\u003c/p>\n\u003cp>Restorative justice courts in countries including \u003ca href=\"https://www.justice.govt.nz/courts/criminal/charged-with-a-crime/how-restorative-justice-works/\">New Zealand\u003c/a>, \u003ca href=\"http://www.e-ir.info/2012/07/15/gacaca-courts-and-restorative-justice-in-rwanda/\">Rwanda\u003c/a> and \u003ca href=\"https://theconversation.com/why-south-africas-tentative-moves-toward-restorative-justice-need-support-51286\">South Africa\u003c/a>, for example, developed restorative practices based on the traditions of indigenous communities to address issues as diverse as genocide and petty theft. Much like the restorative circle Gregory witnessed, these courts bring victims and offenders together in dialogue to discuss each person’s perspective. Offenders have to take responsibility for their actions and commit to a plan to mitigate the damage they’ve caused.\u003c/p>\n\u003cp>Behavioral science hints at many advantages of this approach. First, although punishment has its uses — for instance, it warns everyone in a community that there are consequences to bad actions, which in turn make us \u003ca href=\"https://pdfs.semanticscholar.org/9e19/811ea59eb1bb8e1401eadf43863d596ba4c4.pdf\">more willing to cooperate\u003c/a> with one another — it is also an imperfect deterrent. In criminal justice, after all, experts broadly recognize that people convicted of crimes have a \u003ca href=\"https://www.nij.gov/topics/corrections/recidivism/Pages/welcome.aspx\">high likelihood of reoffending\u003c/a>.\u003c/p>\n\u003cp>Furthermore, research reveals that punishing offenders may not necessarily meet victims’ needs. Oriel FeldmanHall, an assistant professor of psychology at Brown University, has discovered — using simple scenarios where a person cheats another out of a payout — that most \u003ca href=\"https://www.nature.com/articles/ncomms6306\">“victims” would rather receive compensation\u003c/a> than see offenders punished. (In fact, it’s often third parties who were not personally harmed that are most eager for punishment on the victim’s behalf.)\u003c/p>\n\u003cp>Restorative justice, meanwhile, with its emphasis on community, empathy and perspective-taking, may make up for some of the shortcomings of traditional disciplinary action. In the U.S., for example, juvenile courts that practice restorative justice have significantly \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1541204016647428\">reduced recidivism\u003c/a> compared with those using traditional approaches.\u003c/p>\n\u003cp>“It’s incredibly amazing what can happen in these courts,” FeldmanHall says. “They’ve been very good at keeping young teenagers from going back to jail.” The thinking goes that the highly participatory process that characterizes restorative justice requires offenders to engage with and understand how their actions have affected others; in turn, the community has to reckon with what drove a perpetrator’s behavior.\u003c/p>\n\u003cp>Encouraged by such successes, psychologists and educators have attempted to translate this work to school discipline. One such translator is Kathy Evans, an associate professor of education at Eastern Mennonite University, co-author of \u003ca href=\"https://zehr-institute.org/book/the-little-book-of-restorative-justice-in-education/\">\u003cem>The Little Book of Restorative Justice in Education\u003c/em>\u003c/a>. She sees three central priorities at the movement’s core: relationship-building, repairing harm and creating more equitable environments.\u003c/p>\n\u003cp>“Restorative justice can’t just be a set of things that we do,” Evans says. “It has to be a framework for how we view teaching and learning.” For example, whereas traditional school discipline emphasizes managing bad behaviors, restorative approaches start by encouraging students and teachers to embrace the idea that all members of the school community should be treated with dignity and fairness. The circle process, in which every voice is heard and multiple perspectives considered, is one example. As a result, proponents argue, students take the school’s rules more seriously because they feel more invested in that community and their school relationships.\u003c/p>\n\u003cp>And there’s evidence for that effect. In 2016, a study led by Jason Okonofua, a professor of psychology at the University of California Berkeley, found that a brief empathy training program for middle-school teachers not only changed their behavior but shifted student perspectives. Post-intervention, the team found, middle schoolers felt more respected \u003cem>and\u003c/em> \u003ca href=\"http://www.pnas.org/content/113/19/5221\">motivated to behave better\u003c/a>.\u003c/p>\n\u003cp>Another study from Anne Gregory and her colleagues \u003ca href=\"http://www.antoniocasella.eu/restorative/Gregory_RJ_2015.pdf\">surveyed 412 students across 29 classrooms\u003c/a> where teachers had received restorative justice training specifically. The researchers found that the more teachers immersed themselves in restorative practices, the better students rated their relationships with these teachers. And the strong relationships in turn linked to a greater sense of respect between teacher and student and fewer disciplinary referrals.\u003c/p>\n\u003cp>Given these findings, it’s perhaps unsurprising that restorative practices are popular with students. In fact, at least some teens and kids adopt the techniques for their own use. A 2016 study from researchers from the University of Maine at Farmington and University of Illinois at Urbana-Champaign discovered that many students liked restorative circles so much that they used \u003ca href=\"http://psycnet.apa.org/record/2016-21281-001\">circles as alternatives to fights\u003c/a> in out-of-class disputes.\u003c/p>\n\u003cp>However, further study is needed to explore all of the possible effects. For example, supporters of restorative justice sometimes tout its potential to reduce racial disparities in discipline. Recently, Gregory and several colleagues \u003ca href=\"http://naspjournals.org/doi/abs/10.17105/SPR-2017-0073.V47-2?code=naps-site\">studied suspension data from a Colorado school district\u003c/a> to explore that question. They found that schools employing restorative responses to disciplinary problems issued fewer out-of-school suspensions than those without such interventions. Yet restorative justice did not, in fact, alter the fact that black students receive disproportionately more suspensions. Additional research will be needed to suss out why.\u003c/p>\n\u003cp>One factor that co-author Yolanda Anyon, an assistant professor at the University of Denver School of Social Work, flags is that schools implement restorative justice in various ways. “What’s happening that’s unfortunate is that restorative justice is being seen as just an alternative to suspension,” she says.\u003c/p>\n\u003cp>Instead, because restorative justice is really, fundamentally, meant to entail a shift in mindsets, it’s a substantial investment of time and energy. “People at every level of the school community need to be on board and fully immersed in both the practice and philosophy of restorative justice,” Gregory says.\u003c/p>\n\u003cp>Or as Evans points out: “We define restorative justice as a shift in culture. We don’t change culture quickly.”\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-suspensions/\">restorative justice\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\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\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Restorative justice can bring students and teachers together at a moment when, traditionally, conflict might divide them. But is it worth all of the effort? Although more studies are needed to explore its full effects on schools, the research thus far hints that this approach to discipline helps people feel respected and that they, in turn, show greater respect for rules.\r\n\r\n","status":"publish","parent":0,"modified":1532567584,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1441},"headData":{"title":"Why Restorative Justice Is About More Than Reducing Suspensions | KQED","description":"Restorative justice can bring students and teachers together at a moment when, traditionally, conflict might divide them. But is it worth all of the effort? Although more studies are needed to explore its full effects on schools, the research thus far hints that this approach to discipline helps people feel respected and that they, in turn, show greater respect for rules.\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Restorative Justice Is About More Than Reducing Suspensions","datePublished":"2018-07-25T19:44:41.000Z","dateModified":"2018-07-26T01:13:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51686 https://ww2.kqed.org/mindshift/?p=51686","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/25/how-restorative-justice-is-about-more-than-just-reducing-suspensions/","disqusTitle":"Why Restorative Justice Is About More Than Reducing Suspensions","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-suspensions/\">restorative justice\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\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\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>With just two words, a classroom can be thrown into chaos. Anne Gregory, an associate professor of psychology at Rutgers University, recalls just such a scenario when an angry high school student shouted an expletive (“F— off!”) at his teacher, bringing class to a halt.\u003c/p>\n\u003cp>Gregory, who studies school discipline, wasn’t present for the outburst itself but she saw its aftermath. At many schools, she explains, the response would be simple: send the student straight to an administrator to mete out punishment, probably a suspension.\u003c/p>\n\u003cp>Instead, the vice principal came to the classroom. He dismissed most students for their lunch break while inviting anyone who felt personally affected by the incident to remain in the room with the teacher and the outspoken student. Then that smaller group, under the vice principal’s guidance, discussed what had just happened.\u003c/p>\n\u003cp>Gregory was witnessing a restorative circle. It’s a practice derived from a movement in education known as restorative justice, an approach to discipline that replaces punishment with repairing harm. And it is \u003ca href=\"http://hechingerreport.org/happens-instead-suspensions-kids-talk-mistakes/\">sweeping across schools nationwide\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the classroom Gregory observed, all those gathered shared their perspective. The teacher expressed remorse for reacting to the student’s outburst with so much frustration. Another student reflected on her own struggles with anger management. And the young man whose words sparked the incident apologized and described how the stress of a difficult morning had boiled over in his behavior. He then agreed to help his teacher set up her Powerpoint and distribute textbooks at the beginning of each class as a way of compensating his classmates’ lost instructional time.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The incident neatly illustrates how the restorative process brings a community together at a moment when, traditionally, conflict might divide the classroom. But is it worth all of that effort? Evidence from the court system, school surveys and controlled experiments suggests restorative justice can indeed do a lot of good. Although more studies are needed to explore its full effects on schools, the research thus far hints that this approach to discipline helps people feel respected and that they, in turn, show greater respect for rules.\u003c/p>\n\u003cp>To understand restorative justice, it’s worth looking at its roots. \u003ca href=\"https://www.iirp.edu/defining-restorative/history\">About forty years ago\u003c/a>, criminal justice scholars and reformers \u003ca href=\"https://charterforcompassion.org/restorative-justice/restorative-justice-some-facts-and-history\">in North America and Europe\u003c/a> began exploring justice across cultures and studying the perspectives of perpetrators. “Eye for an eye” thinking, they found, may be a longstanding part of Western society, but that’s not true everywhere: some communities place reconciliation above retribution. Inspired by this realization, the restorative justice movement was born.\u003c/p>\n\u003cp>Restorative justice courts in countries including \u003ca href=\"https://www.justice.govt.nz/courts/criminal/charged-with-a-crime/how-restorative-justice-works/\">New Zealand\u003c/a>, \u003ca href=\"http://www.e-ir.info/2012/07/15/gacaca-courts-and-restorative-justice-in-rwanda/\">Rwanda\u003c/a> and \u003ca href=\"https://theconversation.com/why-south-africas-tentative-moves-toward-restorative-justice-need-support-51286\">South Africa\u003c/a>, for example, developed restorative practices based on the traditions of indigenous communities to address issues as diverse as genocide and petty theft. Much like the restorative circle Gregory witnessed, these courts bring victims and offenders together in dialogue to discuss each person’s perspective. Offenders have to take responsibility for their actions and commit to a plan to mitigate the damage they’ve caused.\u003c/p>\n\u003cp>Behavioral science hints at many advantages of this approach. First, although punishment has its uses — for instance, it warns everyone in a community that there are consequences to bad actions, which in turn make us \u003ca href=\"https://pdfs.semanticscholar.org/9e19/811ea59eb1bb8e1401eadf43863d596ba4c4.pdf\">more willing to cooperate\u003c/a> with one another — it is also an imperfect deterrent. In criminal justice, after all, experts broadly recognize that people convicted of crimes have a \u003ca href=\"https://www.nij.gov/topics/corrections/recidivism/Pages/welcome.aspx\">high likelihood of reoffending\u003c/a>.\u003c/p>\n\u003cp>Furthermore, research reveals that punishing offenders may not necessarily meet victims’ needs. Oriel FeldmanHall, an assistant professor of psychology at Brown University, has discovered — using simple scenarios where a person cheats another out of a payout — that most \u003ca href=\"https://www.nature.com/articles/ncomms6306\">“victims” would rather receive compensation\u003c/a> than see offenders punished. (In fact, it’s often third parties who were not personally harmed that are most eager for punishment on the victim’s behalf.)\u003c/p>\n\u003cp>Restorative justice, meanwhile, with its emphasis on community, empathy and perspective-taking, may make up for some of the shortcomings of traditional disciplinary action. In the U.S., for example, juvenile courts that practice restorative justice have significantly \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/1541204016647428\">reduced recidivism\u003c/a> compared with those using traditional approaches.\u003c/p>\n\u003cp>“It’s incredibly amazing what can happen in these courts,” FeldmanHall says. “They’ve been very good at keeping young teenagers from going back to jail.” The thinking goes that the highly participatory process that characterizes restorative justice requires offenders to engage with and understand how their actions have affected others; in turn, the community has to reckon with what drove a perpetrator’s behavior.\u003c/p>\n\u003cp>Encouraged by such successes, psychologists and educators have attempted to translate this work to school discipline. One such translator is Kathy Evans, an associate professor of education at Eastern Mennonite University, co-author of \u003ca href=\"https://zehr-institute.org/book/the-little-book-of-restorative-justice-in-education/\">\u003cem>The Little Book of Restorative Justice in Education\u003c/em>\u003c/a>. She sees three central priorities at the movement’s core: relationship-building, repairing harm and creating more equitable environments.\u003c/p>\n\u003cp>“Restorative justice can’t just be a set of things that we do,” Evans says. “It has to be a framework for how we view teaching and learning.” For example, whereas traditional school discipline emphasizes managing bad behaviors, restorative approaches start by encouraging students and teachers to embrace the idea that all members of the school community should be treated with dignity and fairness. The circle process, in which every voice is heard and multiple perspectives considered, is one example. As a result, proponents argue, students take the school’s rules more seriously because they feel more invested in that community and their school relationships.\u003c/p>\n\u003cp>And there’s evidence for that effect. In 2016, a study led by Jason Okonofua, a professor of psychology at the University of California Berkeley, found that a brief empathy training program for middle-school teachers not only changed their behavior but shifted student perspectives. Post-intervention, the team found, middle schoolers felt more respected \u003cem>and\u003c/em> \u003ca href=\"http://www.pnas.org/content/113/19/5221\">motivated to behave better\u003c/a>.\u003c/p>\n\u003cp>Another study from Anne Gregory and her colleagues \u003ca href=\"http://www.antoniocasella.eu/restorative/Gregory_RJ_2015.pdf\">surveyed 412 students across 29 classrooms\u003c/a> where teachers had received restorative justice training specifically. The researchers found that the more teachers immersed themselves in restorative practices, the better students rated their relationships with these teachers. And the strong relationships in turn linked to a greater sense of respect between teacher and student and fewer disciplinary referrals.\u003c/p>\n\u003cp>Given these findings, it’s perhaps unsurprising that restorative practices are popular with students. In fact, at least some teens and kids adopt the techniques for their own use. A 2016 study from researchers from the University of Maine at Farmington and University of Illinois at Urbana-Champaign discovered that many students liked restorative circles so much that they used \u003ca href=\"http://psycnet.apa.org/record/2016-21281-001\">circles as alternatives to fights\u003c/a> in out-of-class disputes.\u003c/p>\n\u003cp>However, further study is needed to explore all of the possible effects. For example, supporters of restorative justice sometimes tout its potential to reduce racial disparities in discipline. Recently, Gregory and several colleagues \u003ca href=\"http://naspjournals.org/doi/abs/10.17105/SPR-2017-0073.V47-2?code=naps-site\">studied suspension data from a Colorado school district\u003c/a> to explore that question. They found that schools employing restorative responses to disciplinary problems issued fewer out-of-school suspensions than those without such interventions. Yet restorative justice did not, in fact, alter the fact that black students receive disproportionately more suspensions. Additional research will be needed to suss out why.\u003c/p>\n\u003cp>One factor that co-author Yolanda Anyon, an assistant professor at the University of Denver School of Social Work, flags is that schools implement restorative justice in various ways. “What’s happening that’s unfortunate is that restorative justice is being seen as just an alternative to suspension,” she says.\u003c/p>\n\u003cp>Instead, because restorative justice is really, fundamentally, meant to entail a shift in mindsets, it’s a substantial investment of time and energy. “People at every level of the school community need to be on board and fully immersed in both the practice and philosophy of restorative justice,” Gregory says.\u003c/p>\n\u003cp>Or as Evans points out: “We define restorative justice as a shift in culture. We don’t change culture quickly.”\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-suspensions/\">restorative justice\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\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\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions","authors":["byline_mindshift_51686"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_20793"],"featImg":"mindshift_51688","label":"mindshift"},"mindshift_51526":{"type":"posts","id":"mindshift_51526","meta":{"index":"posts_1591205157","site":"mindshift","id":"51526","score":null,"sort":[1529709363000]},"guestAuthors":[],"slug":"making-schools-safer-harsh-consequences-or-second-chances","title":"Making Schools Safer: Harsh Consequences, Or Second Chances?","publishDate":1529709363,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?","status":"publish","parent":0,"modified":1530019504,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":1810},"headData":{"title":"Making Schools Safer: Harsh Consequences, Or Second Chances? | KQED","description":"The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Schools Safer: Harsh Consequences, Or Second Chances?","datePublished":"2018-06-22T23:16:03.000Z","dateModified":"2018-06-26T13:25:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51526 https://ww2.kqed.org/mindshift/?p=51526","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/22/making-schools-safer-harsh-consequences-or-second-chances/","disqusTitle":"Making Schools Safer: Harsh Consequences, Or Second Chances?","nprImageCredit":"Sun Sentinel","nprByline":"Anya Kamenetz and Jessica Bakeman","nprImageAgency":"TNS via Getty Images","nprStoryId":"622217666","nprApiLink":"http://api.npr.org/query?id=622217666&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/22/622217666/making-schools-safer-harsh-consequences-or-second-chances?ft=nprml&f=622217666","nprRetrievedStory":"1","nprPubDate":"Mon, 25 Jun 2018 21:46:00 -0400","nprStoryDate":"Fri, 22 Jun 2018 06:07:00 -0400","nprLastModifiedDate":"Mon, 25 Jun 2018 21:46:59 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180622_atc_making_schools_safer_harsh_consequences_or_second_chances.mp3?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","nprAudioM3u":"http://api.npr.org/m3u/1622678799-63d94e.m3u?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","path":"/mindshift/51526/making-schools-safer-harsh-consequences-or-second-chances","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180622_atc_making_schools_safer_harsh_consequences_or_second_chances.mp3?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\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>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51526/making-schools-safer-harsh-consequences-or-second-chances","authors":["byline_mindshift_51526"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20793","mindshift_72","mindshift_21208","mindshift_21035"],"featImg":"mindshift_51527","label":"mindshift"},"mindshift_49558":{"type":"posts","id":"mindshift_49558","meta":{"index":"posts_1591205157","site":"mindshift","id":"49558","score":null,"sort":[1520839981000]},"guestAuthors":[],"slug":"a-deeper-look-at-the-whole-school-approach-to-behavior","title":"A Deeper Look at the Whole School Approach to Behavior","publishDate":1520839981,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the \"push-in\" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","status":"publish","parent":0,"modified":1602948058,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2511},"headData":{"title":"A Deeper Look at the Whole School Approach to Behavior - MindShift","description":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the "push-in" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Deeper Look at the Whole School Approach to Behavior","datePublished":"2018-03-12T07:33:01.000Z","dateModified":"2020-10-17T15:20:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49558 https://ww2.kqed.org/mindshift/?p=49558","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/12/a-deeper-look-at-the-whole-school-approach-to-behavior/","disqusTitle":"A Deeper Look at the Whole School Approach to Behavior","path":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\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>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\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>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_20952","mindshift_256","mindshift_20793","mindshift_20795"],"featImg":"mindshift_50731","label":"mindshift"},"mindshift_49526":{"type":"posts","id":"mindshift_49526","meta":{"index":"posts_1591205157","site":"mindshift","id":"49526","score":null,"sort":[1508824827000]},"guestAuthors":[],"slug":"courage-to-change-what-it-takes-to-shift-to-restorative-discipline","title":"Courage To Change: What It Takes to Shift to Restorative Discipline","publishDate":1508824827,"format":"audio","headTitle":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n","blocks":[],"excerpt":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","status":"publish","parent":0,"modified":1700528901,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":425},"headData":{"title":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","description":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Courage To Change: What It Takes to Shift to Restorative Discipline","datePublished":"2017-10-24T06:00:27.000Z","dateModified":"2023-11-21T01:08:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.kqed.org/.stream/mp3splice/radio/storiesteachersshare/2017/10/TheCouragetoChange.mp3","audioTrackLength":1356,"path":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","audioDuration":1373000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_958","mindshift_21109","mindshift_20784","mindshift_1040","mindshift_112","mindshift_20793","mindshift_943"],"featImg":"mindshift_49527","label":"mindshift_21847"},"mindshift_48592":{"type":"posts","id":"mindshift_48592","meta":{"index":"posts_1591205157","site":"mindshift","id":"48592","score":null,"sort":[1499401338000]},"guestAuthors":[],"slug":"7-books-that-teach-kids-about-social-justice-and-activism","title":"7 Books That Teach Kids About Social Justice and Activism","publishDate":1499401338,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Social activist Innosanto Nagara wanted to find a fun book to read to his 2-year-old son that also talked about the importance of social justice.\u003c/p>\n\u003cp>He wasn't looking for the typical fiction written for children, instead, he was looking for unique narratives — by writers of color and/or authors who can speak about social issues through their own experiences.\u003c/p>\n\u003cp>Nagara couldn't find any. So he wrote one.\u003c/p>\n\u003cp>\"Parents and teachers are realizing that what students read and learn affects how they see the world,\" said Deborah Menkart, Executive Director for Teaching for Change, an organization that puts together \u003ca href=\"http://www.teachingforchange.org/socialjusticebooks-org\">social justice reading lists\u003c/a> to inspire children throughout the summer.\u003c/p>\n\u003cp>\"Give kids credit,\" says Stan Yogi, one of the authors on our list. \"They have an innate sense of what's right and what's wrong. Being able to draw on that innate sense of justice through relatable stories is so important.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not all parents have the time to do what Innosanto Nagara did.\u003c/p>\n\u003cp>For those who can't, we've compiled a list — with help from Teaching for Change — of books that frame big issues through a lens children can understand.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-48595 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/A-is-for-Activist.jpg\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-160x166.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534898453/a-is-for-activist\">\u003cstrong>A Is for Activist\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534898458/innosanto-nagara\">Innosanto Nagara\u003c/a>\u003c/p>\n\u003cp>Every letter is the definition of a different social movement. For F — kids learn about Feminism, when we get to G - kids learn about the meaning of grassroots organizing and why it's important.\u003c/p>\n\u003cp>This beautifully illustrated ABC book uses rhyming and alliteration to get your little reader excited about social change. If your child loves this work they may enjoy the author's new work \u003cem>My Night at the Planetarium,\u003c/em> which illustrates the important role the arts play in resistance.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg\" alt=\"\" width=\"200\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me-160x175.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534899054/one-of-a-kind-like-me-nico-como-yo\">\u003cstrong>One of a Kind, Like Me / Único Como Yo\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534899057/laurin-mayeno\">Laurin Mayeno\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534899065/robert-liu-trujillo\">Robert Liu-trujillo\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534899071/teresa-mlawer\">Teresa Mlawer\u003c/a>\u003c/p>\n\u003cp>A heartwarming story of a young boy, Danny, who fights gender stereotypes by dressing up as a princess for the school parade. The author, Laurin Mayeno, was inspired to write this from her own experience with her son Danny. \"Sometimes as parents we must unlearn things we learned growing up,\" says Mayeno. The book is bilingual, in English and Spanish, and discusses gender expression from a child's point of view.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48599\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Stepping-Stones.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/535362915/stepping-stones-a-refugee-familys-journey\">Stepping Stones: A Refugee Family's Journey\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/535362918/margriet-ruurs\">Margriet Ruurs\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/535362926/nizar-ali-badr\">Nizar Ali Badr\u003c/a>\u003c/p>\n\u003cp>A bilingual tale, in Arabic and English, about a Syrian family's flee from home. The book explains the refugee experience through beautiful illustrations.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48598\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg\" alt=\"\" width=\"200\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide-160x204.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534900624/rad-women-worldwide-artists-and-athletes-pirates-and-punks-and-other-revolutiona\">Rad Women Worldwide\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534900629/kate-schatz\">Kate Schatz\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534900637/miriam-klein-stahl\">Miriam Klein Stahl\u003c/a>\u003c/p>\n\u003cp>This book takes your child through a list of revolutionary women who changed history through activism and radical thought. Young readers meet influential leaders from the painter Frida Kahlo to anarchist political activist Emma Goldman.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48596\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Aminas-Voice.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534901155/aminas-voice\">Amina's Voice\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534901160/hena-khan\">Hena Khan\u003c/a>\u003c/p>\n\u003cp>This coming of age story follows a young Muslim girl named Amina as she deals with the ups and downs of growing up, friends moving away, and preparing to read from the Quran in public for the first time. While dealing with the pains of adolescence, Amina must also process the vandalism of her local mosque and the Islamophobia that follows.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48597\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534901441/fred-korematsu-speaks-up\">\u003cstrong>Fred Korematsu Speaks Up\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534901444/laura-atkins\">Laura Atkins\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534901452/stan-yogi\">Stan Yogi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534901458/yutaka-houlette\">Yutaka Houlette\u003c/a>\u003c/p>\n\u003cp>This book tells the story of internment camps for Japanese-Americans during World War II. We follow the story of Fred Korematsu, a Californian, who believes these acts are unconstitutional — so much so, that he brings a case against his internment all the way to the Supreme Court. This book is the first in a series of books that aims to influence young readers to fight for justice in their community.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48601\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/The-Hate-U-Give.jpg\" alt=\"\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/522191657/the-hate-u-give\">\u003cstrong>The Hate U Give\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/522191662/angie-thomas\">Angie Thomas\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Starr Carter is a 16-year-old girl who's navigating the two worlds of her upper-class prep school and the reality of her poverty stricken neighborhood. After she witnesses her friend getting shot and killed in a confrontation with the police, she must deal with the consequences of talking about what she saw. The author unpacks the complexity and weight of standing up for what you believe in at a young age.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Summer+Reading+For+Your+Woke+Kid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Looking for books to feed your child's curiosity and ignite the social activist inside of them? Here's our list of children's books to keep your child occupied all summer long.","status":"publish","parent":0,"modified":1499401473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":729},"headData":{"title":"7 Books That Teach Kids About Social Justice and Activism | KQED","description":"Looking for books to feed your child's curiosity and ignite the social activist inside of them? Here's our list of children's books to keep your child occupied all summer long.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Books That Teach Kids About Social Justice and Activism","datePublished":"2017-07-07T04:22:18.000Z","dateModified":"2017-07-07T04:24:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48592 https://ww2.kqed.org/mindshift/?p=48592","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/06/7-books-that-teach-kids-about-social-justice-and-activism/","disqusTitle":"7 Books That Teach Kids About Social Justice and Activism","nprByline":"Kayla Lattimore","nprImageAgency":"Elizabeth Graeber for NPR","nprStoryId":"534443123","nprApiLink":"http://api.npr.org/query?id=534443123&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid?ft=nprml&f=534443123","nprRetrievedStory":"1","nprPubDate":"Thu, 06 Jul 2017 10:43:00 -0400","nprStoryDate":"Thu, 06 Jul 2017 05:15:00 -0400","nprLastModifiedDate":"Thu, 06 Jul 2017 10:43:01 -0400","path":"/mindshift/48592/7-books-that-teach-kids-about-social-justice-and-activism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Social activist Innosanto Nagara wanted to find a fun book to read to his 2-year-old son that also talked about the importance of social justice.\u003c/p>\n\u003cp>He wasn't looking for the typical fiction written for children, instead, he was looking for unique narratives — by writers of color and/or authors who can speak about social issues through their own experiences.\u003c/p>\n\u003cp>Nagara couldn't find any. So he wrote one.\u003c/p>\n\u003cp>\"Parents and teachers are realizing that what students read and learn affects how they see the world,\" said Deborah Menkart, Executive Director for Teaching for Change, an organization that puts together \u003ca href=\"http://www.teachingforchange.org/socialjusticebooks-org\">social justice reading lists\u003c/a> to inspire children throughout the summer.\u003c/p>\n\u003cp>\"Give kids credit,\" says Stan Yogi, one of the authors on our list. \"They have an innate sense of what's right and what's wrong. Being able to draw on that innate sense of justice through relatable stories is so important.\"\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>Not all parents have the time to do what Innosanto Nagara did.\u003c/p>\n\u003cp>For those who can't, we've compiled a list — with help from Teaching for Change — of books that frame big issues through a lens children can understand.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-48595 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/A-is-for-Activist.jpg\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-160x166.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534898453/a-is-for-activist\">\u003cstrong>A Is for Activist\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534898458/innosanto-nagara\">Innosanto Nagara\u003c/a>\u003c/p>\n\u003cp>Every letter is the definition of a different social movement. For F — kids learn about Feminism, when we get to G - kids learn about the meaning of grassroots organizing and why it's important.\u003c/p>\n\u003cp>This beautifully illustrated ABC book uses rhyming and alliteration to get your little reader excited about social change. If your child loves this work they may enjoy the author's new work \u003cem>My Night at the Planetarium,\u003c/em> which illustrates the important role the arts play in resistance.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg\" alt=\"\" width=\"200\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me-160x175.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534899054/one-of-a-kind-like-me-nico-como-yo\">\u003cstrong>One of a Kind, Like Me / Único Como Yo\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534899057/laurin-mayeno\">Laurin Mayeno\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534899065/robert-liu-trujillo\">Robert Liu-trujillo\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534899071/teresa-mlawer\">Teresa Mlawer\u003c/a>\u003c/p>\n\u003cp>A heartwarming story of a young boy, Danny, who fights gender stereotypes by dressing up as a princess for the school parade. The author, Laurin Mayeno, was inspired to write this from her own experience with her son Danny. \"Sometimes as parents we must unlearn things we learned growing up,\" says Mayeno. The book is bilingual, in English and Spanish, and discusses gender expression from a child's point of view.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48599\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Stepping-Stones.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/535362915/stepping-stones-a-refugee-familys-journey\">Stepping Stones: A Refugee Family's Journey\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/535362918/margriet-ruurs\">Margriet Ruurs\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/535362926/nizar-ali-badr\">Nizar Ali Badr\u003c/a>\u003c/p>\n\u003cp>A bilingual tale, in Arabic and English, about a Syrian family's flee from home. The book explains the refugee experience through beautiful illustrations.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48598\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg\" alt=\"\" width=\"200\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide-160x204.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534900624/rad-women-worldwide-artists-and-athletes-pirates-and-punks-and-other-revolutiona\">Rad Women Worldwide\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534900629/kate-schatz\">Kate Schatz\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534900637/miriam-klein-stahl\">Miriam Klein Stahl\u003c/a>\u003c/p>\n\u003cp>This book takes your child through a list of revolutionary women who changed history through activism and radical thought. Young readers meet influential leaders from the painter Frida Kahlo to anarchist political activist Emma Goldman.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48596\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Aminas-Voice.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534901155/aminas-voice\">Amina's Voice\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534901160/hena-khan\">Hena Khan\u003c/a>\u003c/p>\n\u003cp>This coming of age story follows a young Muslim girl named Amina as she deals with the ups and downs of growing up, friends moving away, and preparing to read from the Quran in public for the first time. While dealing with the pains of adolescence, Amina must also process the vandalism of her local mosque and the Islamophobia that follows.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48597\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534901441/fred-korematsu-speaks-up\">\u003cstrong>Fred Korematsu Speaks Up\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534901444/laura-atkins\">Laura Atkins\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534901452/stan-yogi\">Stan Yogi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534901458/yutaka-houlette\">Yutaka Houlette\u003c/a>\u003c/p>\n\u003cp>This book tells the story of internment camps for Japanese-Americans during World War II. We follow the story of Fred Korematsu, a Californian, who believes these acts are unconstitutional — so much so, that he brings a case against his internment all the way to the Supreme Court. This book is the first in a series of books that aims to influence young readers to fight for justice in their community.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48601\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/The-Hate-U-Give.jpg\" alt=\"\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/522191657/the-hate-u-give\">\u003cstrong>The Hate U Give\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/522191662/angie-thomas\">Angie Thomas\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Starr Carter is a 16-year-old girl who's navigating the two worlds of her upper-class prep school and the reality of her poverty stricken neighborhood. After she witnesses her friend getting shot and killed in a confrontation with the police, she must deal with the consequences of talking about what she saw. The author unpacks the complexity and weight of standing up for what you believe in at a young age.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Summer+Reading+For+Your+Woke+Kid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48592/7-books-that-teach-kids-about-social-justice-and-activism","authors":["byline_mindshift_48592"],"categories":["mindshift_192"],"tags":["mindshift_21093","mindshift_20997","mindshift_20784","mindshift_1040","mindshift_20793","mindshift_20839"],"featImg":"mindshift_48593","label":"mindshift"},"mindshift_48229":{"type":"posts","id":"mindshift_48229","meta":{"index":"posts_1591205157","site":"mindshift","id":"48229","score":null,"sort":[1494506917000]},"guestAuthors":[],"slug":"school-bullying-is-down-why-dont-students-believe-it","title":"School Bullying Is Down. Why Don't Students Believe It?","publishDate":1494506917,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A big new study shows half as many student reports of bullying — including physical bullying, threats and cyberbullying — compared with a decade earlier.","status":"publish","parent":0,"modified":1494506917,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":592},"headData":{"title":"School Bullying Is Down. Why Don't Students Believe It? | KQED","description":"A big new study shows half as many student reports of bullying — including physical bullying, threats and cyberbullying — compared with a decade earlier.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Bullying Is Down. Why Don't Students Believe It?","datePublished":"2017-05-11T12:48:37.000Z","dateModified":"2017-05-11T12:48:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48229 https://ww2.kqed.org/mindshift/?p=48229","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/11/school-bullying-is-down-why-dont-students-believe-it/","disqusTitle":"School Bullying Is Down. Why Don't Students Believe It?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"527416662","nprApiLink":"http://api.npr.org/query?id=527416662&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/05/11/527416662/school-bullying-is-down-why-dont-students-believe-it?ft=nprml&f=527416662","nprRetrievedStory":"1","nprPubDate":"Thu, 11 May 2017 08:31:00 -0400","nprStoryDate":"Thu, 11 May 2017 06:00:00 -0400","nprLastModifiedDate":"Thu, 11 May 2017 08:31:52 -0400","path":"/mindshift/48229/school-bullying-is-down-why-dont-students-believe-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\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 story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48229/school-bullying-is-down-why-dont-students-believe-it","authors":["byline_mindshift_48229"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_20793","mindshift_943"],"featImg":"mindshift_48230","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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