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FM","link":"/"}},"mindshift_54206":{"type":"posts","id":"mindshift_54206","meta":{"index":"posts_1591205157","site":"mindshift","id":"54206","score":null,"sort":[1566368086000]},"guestAuthors":[],"slug":"parents-of-kids-with-special-needs-find-advice-navigating-the-system-online","title":"Parents of Kids With Special Needs Find Advice Navigating The System Online","publishDate":1566368086,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/in-the-crazy-complicated-world-of-special-education-parents-turn-to-one-another-for-help-on-the-internet/\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003ch4>By Laura McKenna\u003c/h4>\n\u003cp> \u003cbr>\nWhen Stasi Webber decided it was time to uproot her family from their Michigan home to find a better school for her 11-year-old son with autism, she turned to the internet for answers.\u003c/p>\n\u003cp>The public schools in her state don’t provide the specialized behavioral and life skills training, known as \u003ca href=\"https://www.autismspeaks.org/applied-behavior-analysis-aba-0\">ABA therapy\u003c/a>, that her son needs; he skips school every Tuesday and Thursday to receive these essential services. But recently, Webber learned from parents on social media that her son could get both academics and ABA training in schools in New Jersey, where she grew up.\u003c/p>\n\u003cp>With a tentative plan of returning to her childhood home in Mahwah, she found three or four local social media sites run by special education parents and asked about ABA services at the local district, its willingness to send students to specialized schools and comparisons with nearby towns. She put her house on the market.\u003c/p>\n\u003cp>“I knew I had to reach out to the internet, because moms are willing to help other moms,” Webber said. “You find out the most information that way.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To properly advocate for their special-needs children, parents must become experts on a wide range of legal, medical and educational matters. They have to manage paperwork, monitor their kids’ reactions to medication, master the intricacies of both their children’s rights and their school’s responsibilities, and learn how to determine whether their kids are getting the proper supports — and what to do if they’re not.\u003c/p>\n\u003cp>But this information isn’t readily available in books or on official web pages. Services vary widely from state to state and from district to district — even from school to school — and most do not post details about their programs and special services online. Other information is buried in impenetrable legalese on various state and federal websites. Without official or user-friendly sources of information about schools, parents have to learn on the fly. So they turn to one another for help online.\u003c/p>\n\u003cp>Though even some leaders of these virtual communities say there’s no guarantee the information given out is accurate, special ed parents burdened with the task of educating themselves find the internet the best — if not the only — place to go.\u003c/p>\n\u003ch4>Online support and information\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>As part of her research, Webber connected with Barb Strate, who runs a listserv called \u003ca href=\"https://groups.yahoo.com/neo/groups/Mosaic-List/info?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cudGhlNzRtaWxsaW9uLm9yZy9hcnRpY2xlL2luLXRoZS1jcmF6eS1jb21wbGljYXRlZC13b3JsZC1vZi1zcGVjaWFsLWVkdWNhdGlvbi1wYXJlbnRzLXR1cm4tdG8tb25lLWFub3RoZXItZm9yLWhlbHAtb24tdGhlLWludGVybmV0Lw&guce_referrer_sig=AQAAALXbt1XzaL8qgf0wQTKY3H098GD2hMZ7qdncWRV1PKdXkb0k541sPzZLvx0sredsI1edxNPke4YKVhoLgPjUuQwbE-ccZbqSzYumOwe1r1mn3ouET8m8go7lWaBxUsXMRcfQE0MhTktWfWBjBn2tzBlOEHGtJVtvF-StaFkH9WQH\">MOSAIC\u003c/a> for parents of children with autism in northern New Jersey. Strate said she started the group 20 years ago with other moms and dads who had met in a Manhattan doctor’s office. The group, with more than 2,000 members, is just one of countless \u003ca href=\"https://www.dcurbanmom.com/jforum/forums/show/36.page\">listservs\u003c/a>, \u003ca href=\"https://www.facebook.com/groups/IDEATIPS/\">Facebook pages\u003c/a> and \u003ca href=\"https://www.wrightslaw.com/blog/community-helpline/\">websites\u003c/a> set up across the country by parents for parents of special-needs children.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>Broad topics include applying for government benefits when kids turn 18 and pushing a school to evaluate a child’s speech. There are questions about education-related issues (“Are These IEP Goals Adequate?”), requests for emotional support (“Heartbroken After Likely Autism DX”) and concerns about medication side effects (“Terrible Constipation With Starting Strattera — Help”).\u003c/p>\n\u003cp>Locally, conversations revolve around specific schools, activities and therapists, particularly for parents of children with rare disabilities, according to Tawfiq Ammari, a doctoral candidate at the University of Michigan’s School of Information and \u003ca href=\"https://dl.acm.org/citation.cfm?id=2702324\">the author\u003c/a> of several \u003ca href=\"https://www.aaai.org/ocs/index.php/ICWSM/ICWSM14/paper/viewPaper/8032\">research papers\u003c/a> on the topic.\u003c/p>\n\u003cp>Initially, parents of newly diagnosed children join these groups looking for other families struggling with the same emotions and problems. “These forums can make you feel that you are not alone in the world,” Ammari said. Those social supports can be lifesavers for parents who can’t take advantage of community activities that center on typical children and who may be extremely isolated due to their kids’ behavioral or medical needs.\u003c/p>\n\u003cp>“They’re going to get information about specific parenting problems, like what do you do about a temper tantrum in the supermarket. And then they’re also going there because the school system is very complex in the United States. So they’re looking for tips and tricks\" — like how to go to a meeting to discuss a child’s Individualized Education Program — \"how do you behave, what do you do. There’s the information about private schools, too,\" Ammari said.\u003c/p>\n\u003cp>Amanda Morin, a writer at \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>, a nonprofit group that advocates for special ed kids and their families, said she discovered online groups when her oldest child was 1 or 2 and started having significant meltdowns and was using lines from the \u003cem>Thomas the Tank Engine\u003c/em> books to communicate. Morin needed help finding a good evaluator and getting a proper diagnosis. “It’s powerful to be in a space where you don’t have to explain yourself,” she said.\u003c/p>\n\u003cp>[aside postID='mindshift_53602,mindshift_44795,mindshift_50874' label='More Info For Parents']\u003c/p>\n\u003cp>Beyond serving as a social outlet, these groups provide families with vital information to help their kids, particularly around public schools, Morin said. Parents discuss legal matters; curricula, such as the best methods for teaching children with \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">dyslexia\u003c/a>; effective communication with school personnel; recommended outside experts who can challenge school decisions; and her primary interest, inclusion practices.\u003c/p>\n\u003cp>In addition, parents have to learn how to maintain cordial day-to-day interactions with teachers and therapists, and about the latest research on teaching methods, so they can most effectively advocate for their children.\u003c/p>\n\u003cp>Families must learn about pedagogical matters in these groups because, in some places, teachers and nurses aren’t trained to work with children who have learning and health differences. “A \u003ca href=\"https://www.ncld.org/wp-content/uploads/2019/05/Forward-Together_NCLD-report.pdf\">recent study found\u003c/a> that only 17 percent of teachers feel really prepared to support kids with disabilities in their classroom,” Morin said.\u003c/p>\n\u003ch4>A legal necessity\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Families also rely on these forums for legal help, because the special education process in the United States is so complicated. Just navigating the 20-plus-page legal document that formally lists the special services a child will receive every year — the IEP — involves understanding the tangle of laws, from the federal government down to localities, outlining very specific processes for helping students.\u003c/p>\n\u003cp>These include evaluations, sit-downs between parents and teachers, and the interventions themselves. Parents who believe school evaluations of their child are not accurate have the right to ask for an outside assessment. If there is a disagreement between the school and the parent, the parent has the right to hire outside counsel to represent the child.\u003c/p>\n\u003cp>“Every step along the way brings its own questions and confusion, forms to be filled out, meetings to attend and rights to be aware of,” explained Maggie Moroff, special education coordinator at \u003ca href=\"https://www.advocatesforchildren.org/\">Advocates for Children of New York\u003c/a>.\u003c/p>\n\u003cp>She described special ed as “a crazy, complicated system where parents are forced to be their own advocates.”\u003c/p>\n\u003cp>[aside tag='dyslexia' label='More on Dyslexia']\u003c/p>\n\u003cp>“It becomes almost a full-time job,” said Denise Marshall, executive director of the \u003ca href=\"https://www.copaa.org/\">Council of Parent Attorneys and Advocates\u003c/a>. “They need to research not only the laws but, many times, they need to research curriculum and strategies, such as applied behavioral analysis for children with autism or other types of interventions for students with dyslexia.”\u003c/p>\n\u003cp>Said Moroff, “Our support line got around 3,000 calls just last year from parents who are struggling, who have questions, who don’t know where to start, don’t know where to turn, don’t know what their next steps are, don’t understand why their school isn’t seeing their kids' needs the same way.\"\u003c/p>\n\u003ch4>Imbalance of power\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Since education is locally controlled, every school district has its own priorities and funding abilities. Some districts’ administrators have no problem creating specialized programs for high-needs students, while administrators in a nearby town might be more concerned with saving money. Even within a district, there can be major differences, as individual principals play a big role in shaping the culture of a school.\u003c/p>\n\u003cp>Marshall said that even though parents are supposed to be equal partners in their children’s education, the school holds all the power in determining a student’s placement and education.\u003c/p>\n\u003cp>Accommodations for the estimated 7 million K-12 students with disabilities across the country are generally worked out in small meetings at their schools, and only a tiny percentage end up in a serious dispute, she said. Still, if a parent disagrees with the school’s determination, what is supposed to be a collaborative relationship can get tense.\u003c/p>\n\u003cp>Wealthier families can hire experts to intervene on their children’s behalf and have the time and money to spend advocating for their kids; students in more privileged neighborhoods are \u003ca href=\"https://www.nytimes.com/interactive/2019/06/17/upshot/nyc-schools-shsat-504.html?rref=collection%2Fbyline%2Feliza-shapiro&action=click&contentCollection=undefined®ion=stream&module=stream_unit&version=latest&contentPlacement=2&pgtype=collection\">more likely to get extra time on exams\u003c/a> and other special ed modifications. But for some, less privileged, parents, just going to an IEP meeting during school hours can be a heavy lift; children from low-income families are \u003ca href=\"https://hechingerreport.org/special-educations-hidden-racial-gap/\">more likely to be shunted into more restrictive classrooms\u003c/a>, separated from typical peers.\u003c/p>\n\u003cp>“One big factor is definitely time as it relates to being able to interact with the school, go to meetings, do all the things that you need to do for your child during the day,” Marshall said. “Not everybody can afford to have one parent make this their full-time job. … Sometimes they lose their jobs over needing to deal with the school system and issues that are related to their child with a disability.”\u003c/p>\n\u003cp>For these families, social media can be a great leveler. Parents needing to educate themselves can get the information they need right on their phones — which is especially important for low-income families and parents for whom English is not their first language, and who may not have access to computers and internet connections.\u003c/p>\n\u003cp>Strate said she used to see more affluent people on her website, but now there’s a greater mix. She also sees people from overseas popping in to ask questions because they’re moving to this country to get help for their kids — which she finds concerning.\u003c/p>\n\u003cp>“Social media — it’s a wonderful thing,” she said, “but it can create big problems. If people pick up and move based on what they read on social media, they might be in for a nasty surprise. Programs can change overnight. Classrooms can fill up. … Parents should do their own research.”\u003c/p>\n\u003cp>Morin agreed, saying, “I worry that they’re not always getting accurate advice.”\u003c/p>\n\u003cp>But, she added, “I think there are some really good moderated groups where there are people who are trained and understand the system to be able to really gently jump in and say, ‘I really understand that, that’s your experience, and I think that’s really helpful to share. But here’s some other information you should check out about the law and for guidance for the things that you can do when you go into a school.’ Or, ‘Sure, this is how qualification eligibility works in this state versus that state.’ And I think that’s when it’s most helpful, when you have somebody who’s sort of moderating to make sure that people are getting accurate information. Because the last thing I want to do when I see these kinds of conversations is set somebody up for failure, because they already feel like they might be failing.”\u003c/p>\n\u003cp>Said Strate, “I tell people, go to your town’s Board of Ed meetings and read the minutes to see what they say about special education. Most towns post their minutes on the internet. I also tell parents to go to an administrative-law website. If due-process suits were not settled, it will be listed there. Google the town and write in ‘autism.’”\u003c/p>\n\u003ch4>Comparison shopping\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Most listserv users chat about offerings in nearby towns — information that can come in handy when looking for out-of-district placements or when negotiating with their local district.\u003c/p>\n\u003cp>But for others, like Webber, that information may lead to bigger changes; what she learned online made moving halfway across the country seem like the best option for her son, whom she described as “a 5-year-old in an 11-year-old body.”\u003c/p>\n\u003cp>By consulting with parents on these forums, she learned that schools in New Jersey provide ABA services, while schools in Michigan do not. “I did all my research, and to me, it just sounds like there’s better services out there for [students with autism], especially when they get older,” she said.\u003c/p>\n\u003cp>Moving with her 13-year-old daughter and her son across the country would be no simple matter. Webber’s husband passed away two years ago, so she’d be making this move on her own. Her parents, who joined her in Michigan a decade ago, will remain there until she’s settled. She’s worried about her children’s adjustment to the move, especially her daughter.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Still, Webber is hopeful that a new school district will benefit the entire family. “I’m excited, because I think we need a big change,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"How can I find the support my child with special needs requires at school? To answer that question, and more, many parents look to online forums where parents share advice.","status":"publish","parent":0,"modified":1566368086,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2298},"headData":{"title":"Parents of Kids With Special Needs Find Advice Navigating The System Online | KQED","description":"How can I find the support my child with special needs requires at school? To answer that question, and more, many parents look to online forums where parents share advice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents of Kids With Special Needs Find Advice Navigating The System Online","datePublished":"2019-08-21T06:14:46.000Z","dateModified":"2019-08-21T06:14:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54206 https://ww2.kqed.org/mindshift/?p=54206","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/20/parents-of-kids-with-special-needs-find-advice-navigating-the-system-online/","disqusTitle":"Parents of Kids With Special Needs Find Advice Navigating The System Online","path":"/mindshift/54206/parents-of-kids-with-special-needs-find-advice-navigating-the-system-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/in-the-crazy-complicated-world-of-special-education-parents-turn-to-one-another-for-help-on-the-internet/\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003ch4>By Laura McKenna\u003c/h4>\n\u003cp> \u003cbr>\nWhen Stasi Webber decided it was time to uproot her family from their Michigan home to find a better school for her 11-year-old son with autism, she turned to the internet for answers.\u003c/p>\n\u003cp>The public schools in her state don’t provide the specialized behavioral and life skills training, known as \u003ca href=\"https://www.autismspeaks.org/applied-behavior-analysis-aba-0\">ABA therapy\u003c/a>, that her son needs; he skips school every Tuesday and Thursday to receive these essential services. But recently, Webber learned from parents on social media that her son could get both academics and ABA training in schools in New Jersey, where she grew up.\u003c/p>\n\u003cp>With a tentative plan of returning to her childhood home in Mahwah, she found three or four local social media sites run by special education parents and asked about ABA services at the local district, its willingness to send students to specialized schools and comparisons with nearby towns. She put her house on the market.\u003c/p>\n\u003cp>“I knew I had to reach out to the internet, because moms are willing to help other moms,” Webber said. “You find out the most information that 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>To properly advocate for their special-needs children, parents must become experts on a wide range of legal, medical and educational matters. They have to manage paperwork, monitor their kids’ reactions to medication, master the intricacies of both their children’s rights and their school’s responsibilities, and learn how to determine whether their kids are getting the proper supports — and what to do if they’re not.\u003c/p>\n\u003cp>But this information isn’t readily available in books or on official web pages. Services vary widely from state to state and from district to district — even from school to school — and most do not post details about their programs and special services online. Other information is buried in impenetrable legalese on various state and federal websites. Without official or user-friendly sources of information about schools, parents have to learn on the fly. So they turn to one another for help online.\u003c/p>\n\u003cp>Though even some leaders of these virtual communities say there’s no guarantee the information given out is accurate, special ed parents burdened with the task of educating themselves find the internet the best — if not the only — place to go.\u003c/p>\n\u003ch4>Online support and information\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>As part of her research, Webber connected with Barb Strate, who runs a listserv called \u003ca href=\"https://groups.yahoo.com/neo/groups/Mosaic-List/info?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cudGhlNzRtaWxsaW9uLm9yZy9hcnRpY2xlL2luLXRoZS1jcmF6eS1jb21wbGljYXRlZC13b3JsZC1vZi1zcGVjaWFsLWVkdWNhdGlvbi1wYXJlbnRzLXR1cm4tdG8tb25lLWFub3RoZXItZm9yLWhlbHAtb24tdGhlLWludGVybmV0Lw&guce_referrer_sig=AQAAALXbt1XzaL8qgf0wQTKY3H098GD2hMZ7qdncWRV1PKdXkb0k541sPzZLvx0sredsI1edxNPke4YKVhoLgPjUuQwbE-ccZbqSzYumOwe1r1mn3ouET8m8go7lWaBxUsXMRcfQE0MhTktWfWBjBn2tzBlOEHGtJVtvF-StaFkH9WQH\">MOSAIC\u003c/a> for parents of children with autism in northern New Jersey. Strate said she started the group 20 years ago with other moms and dads who had met in a Manhattan doctor’s office. The group, with more than 2,000 members, is just one of countless \u003ca href=\"https://www.dcurbanmom.com/jforum/forums/show/36.page\">listservs\u003c/a>, \u003ca href=\"https://www.facebook.com/groups/IDEATIPS/\">Facebook pages\u003c/a> and \u003ca href=\"https://www.wrightslaw.com/blog/community-helpline/\">websites\u003c/a> set up across the country by parents for parents of special-needs children.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Broad topics include applying for government benefits when kids turn 18 and pushing a school to evaluate a child’s speech. There are questions about education-related issues (“Are These IEP Goals Adequate?”), requests for emotional support (“Heartbroken After Likely Autism DX”) and concerns about medication side effects (“Terrible Constipation With Starting Strattera — Help”).\u003c/p>\n\u003cp>Locally, conversations revolve around specific schools, activities and therapists, particularly for parents of children with rare disabilities, according to Tawfiq Ammari, a doctoral candidate at the University of Michigan’s School of Information and \u003ca href=\"https://dl.acm.org/citation.cfm?id=2702324\">the author\u003c/a> of several \u003ca href=\"https://www.aaai.org/ocs/index.php/ICWSM/ICWSM14/paper/viewPaper/8032\">research papers\u003c/a> on the topic.\u003c/p>\n\u003cp>Initially, parents of newly diagnosed children join these groups looking for other families struggling with the same emotions and problems. “These forums can make you feel that you are not alone in the world,” Ammari said. Those social supports can be lifesavers for parents who can’t take advantage of community activities that center on typical children and who may be extremely isolated due to their kids’ behavioral or medical needs.\u003c/p>\n\u003cp>“They’re going to get information about specific parenting problems, like what do you do about a temper tantrum in the supermarket. And then they’re also going there because the school system is very complex in the United States. So they’re looking for tips and tricks\" — like how to go to a meeting to discuss a child’s Individualized Education Program — \"how do you behave, what do you do. There’s the information about private schools, too,\" Ammari said.\u003c/p>\n\u003cp>Amanda Morin, a writer at \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>, a nonprofit group that advocates for special ed kids and their families, said she discovered online groups when her oldest child was 1 or 2 and started having significant meltdowns and was using lines from the \u003cem>Thomas the Tank Engine\u003c/em> books to communicate. Morin needed help finding a good evaluator and getting a proper diagnosis. “It’s powerful to be in a space where you don’t have to explain yourself,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_53602,mindshift_44795,mindshift_50874","label":"More Info For Parents "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Beyond serving as a social outlet, these groups provide families with vital information to help their kids, particularly around public schools, Morin said. Parents discuss legal matters; curricula, such as the best methods for teaching children with \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">dyslexia\u003c/a>; effective communication with school personnel; recommended outside experts who can challenge school decisions; and her primary interest, inclusion practices.\u003c/p>\n\u003cp>In addition, parents have to learn how to maintain cordial day-to-day interactions with teachers and therapists, and about the latest research on teaching methods, so they can most effectively advocate for their children.\u003c/p>\n\u003cp>Families must learn about pedagogical matters in these groups because, in some places, teachers and nurses aren’t trained to work with children who have learning and health differences. “A \u003ca href=\"https://www.ncld.org/wp-content/uploads/2019/05/Forward-Together_NCLD-report.pdf\">recent study found\u003c/a> that only 17 percent of teachers feel really prepared to support kids with disabilities in their classroom,” Morin said.\u003c/p>\n\u003ch4>A legal necessity\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Families also rely on these forums for legal help, because the special education process in the United States is so complicated. Just navigating the 20-plus-page legal document that formally lists the special services a child will receive every year — the IEP — involves understanding the tangle of laws, from the federal government down to localities, outlining very specific processes for helping students.\u003c/p>\n\u003cp>These include evaluations, sit-downs between parents and teachers, and the interventions themselves. Parents who believe school evaluations of their child are not accurate have the right to ask for an outside assessment. If there is a disagreement between the school and the parent, the parent has the right to hire outside counsel to represent the child.\u003c/p>\n\u003cp>“Every step along the way brings its own questions and confusion, forms to be filled out, meetings to attend and rights to be aware of,” explained Maggie Moroff, special education coordinator at \u003ca href=\"https://www.advocatesforchildren.org/\">Advocates for Children of New York\u003c/a>.\u003c/p>\n\u003cp>She described special ed as “a crazy, complicated system where parents are forced to be their own advocates.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"dyslexia","label":"More on Dyslexia "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It becomes almost a full-time job,” said Denise Marshall, executive director of the \u003ca href=\"https://www.copaa.org/\">Council of Parent Attorneys and Advocates\u003c/a>. “They need to research not only the laws but, many times, they need to research curriculum and strategies, such as applied behavioral analysis for children with autism or other types of interventions for students with dyslexia.”\u003c/p>\n\u003cp>Said Moroff, “Our support line got around 3,000 calls just last year from parents who are struggling, who have questions, who don’t know where to start, don’t know where to turn, don’t know what their next steps are, don’t understand why their school isn’t seeing their kids' needs the same way.\"\u003c/p>\n\u003ch4>Imbalance of power\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Since education is locally controlled, every school district has its own priorities and funding abilities. Some districts’ administrators have no problem creating specialized programs for high-needs students, while administrators in a nearby town might be more concerned with saving money. Even within a district, there can be major differences, as individual principals play a big role in shaping the culture of a school.\u003c/p>\n\u003cp>Marshall said that even though parents are supposed to be equal partners in their children’s education, the school holds all the power in determining a student’s placement and education.\u003c/p>\n\u003cp>Accommodations for the estimated 7 million K-12 students with disabilities across the country are generally worked out in small meetings at their schools, and only a tiny percentage end up in a serious dispute, she said. Still, if a parent disagrees with the school’s determination, what is supposed to be a collaborative relationship can get tense.\u003c/p>\n\u003cp>Wealthier families can hire experts to intervene on their children’s behalf and have the time and money to spend advocating for their kids; students in more privileged neighborhoods are \u003ca href=\"https://www.nytimes.com/interactive/2019/06/17/upshot/nyc-schools-shsat-504.html?rref=collection%2Fbyline%2Feliza-shapiro&action=click&contentCollection=undefined®ion=stream&module=stream_unit&version=latest&contentPlacement=2&pgtype=collection\">more likely to get extra time on exams\u003c/a> and other special ed modifications. But for some, less privileged, parents, just going to an IEP meeting during school hours can be a heavy lift; children from low-income families are \u003ca href=\"https://hechingerreport.org/special-educations-hidden-racial-gap/\">more likely to be shunted into more restrictive classrooms\u003c/a>, separated from typical peers.\u003c/p>\n\u003cp>“One big factor is definitely time as it relates to being able to interact with the school, go to meetings, do all the things that you need to do for your child during the day,” Marshall said. “Not everybody can afford to have one parent make this their full-time job. … Sometimes they lose their jobs over needing to deal with the school system and issues that are related to their child with a disability.”\u003c/p>\n\u003cp>For these families, social media can be a great leveler. Parents needing to educate themselves can get the information they need right on their phones — which is especially important for low-income families and parents for whom English is not their first language, and who may not have access to computers and internet connections.\u003c/p>\n\u003cp>Strate said she used to see more affluent people on her website, but now there’s a greater mix. She also sees people from overseas popping in to ask questions because they’re moving to this country to get help for their kids — which she finds concerning.\u003c/p>\n\u003cp>“Social media — it’s a wonderful thing,” she said, “but it can create big problems. If people pick up and move based on what they read on social media, they might be in for a nasty surprise. Programs can change overnight. Classrooms can fill up. … Parents should do their own research.”\u003c/p>\n\u003cp>Morin agreed, saying, “I worry that they’re not always getting accurate advice.”\u003c/p>\n\u003cp>But, she added, “I think there are some really good moderated groups where there are people who are trained and understand the system to be able to really gently jump in and say, ‘I really understand that, that’s your experience, and I think that’s really helpful to share. But here’s some other information you should check out about the law and for guidance for the things that you can do when you go into a school.’ Or, ‘Sure, this is how qualification eligibility works in this state versus that state.’ And I think that’s when it’s most helpful, when you have somebody who’s sort of moderating to make sure that people are getting accurate information. Because the last thing I want to do when I see these kinds of conversations is set somebody up for failure, because they already feel like they might be failing.”\u003c/p>\n\u003cp>Said Strate, “I tell people, go to your town’s Board of Ed meetings and read the minutes to see what they say about special education. Most towns post their minutes on the internet. I also tell parents to go to an administrative-law website. If due-process suits were not settled, it will be listed there. Google the town and write in ‘autism.’”\u003c/p>\n\u003ch4>Comparison shopping\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>Most listserv users chat about offerings in nearby towns — information that can come in handy when looking for out-of-district placements or when negotiating with their local district.\u003c/p>\n\u003cp>But for others, like Webber, that information may lead to bigger changes; what she learned online made moving halfway across the country seem like the best option for her son, whom she described as “a 5-year-old in an 11-year-old body.”\u003c/p>\n\u003cp>By consulting with parents on these forums, she learned that schools in New Jersey provide ABA services, while schools in Michigan do not. “I did all my research, and to me, it just sounds like there’s better services out there for [students with autism], especially when they get older,” she said.\u003c/p>\n\u003cp>Moving with her 13-year-old daughter and her son across the country would be no simple matter. Webber’s husband passed away two years ago, so she’d be making this move on her own. Her parents, who joined her in Michigan a decade ago, will remain there until she’s settled. She’s worried about her children’s adjustment to the move, especially her daughter.\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>Still, Webber is hopeful that a new school district will benefit the entire family. “I’m excited, because I think we need a big change,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54206/parents-of-kids-with-special-needs-find-advice-navigating-the-system-online","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_290","mindshift_223","mindshift_20934"],"featImg":"mindshift_54215","label":"mindshift"},"mindshift_54082":{"type":"posts","id":"mindshift_54082","meta":{"index":"posts_1591205157","site":"mindshift","id":"54082","score":null,"sort":[1565269938000]},"guestAuthors":[],"slug":"bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","title":"Bringing Together Young And Old To Ease The Isolation Of Rural Life","publishDate":1565269938,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Priscilla Bogema lives in a rural town called McGregor, Minn., in a part of the state that has more trees and lakes than people.\u003c/p>\n\u003cp>She came here about 20 years ago seeking solitude during a major crisis in her life. She had just gotten divorced and was dealing with some health problems. \"So I came to a place where nobody could see me,\" she says.\u003c/p>\n\u003cp>Now, Bogema is in her 60s, frail and mostly confined to her house. Her arthritis and other health problems have limited her mobility. She struggles with the upkeep of her home and yard. She drives into town once a week for groceries and a movie with other seniors. But she doesn't have close friends she sees regularly and her children and grandchildren only visit once every few months.\u003c/p>\n\u003cp>The solitude she once sought is no longer as comforting. \"It can get lonely, very lonely,\" she says.\u003c/p>\n\u003cp>According to a recent poll by NPR, the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, Bogema is one of about 2.5 million rural residents (about 7% of the total rural population) who say they have no friends or family nearby to rely on. An additional 14 million (about 39%) say they only have a few people. Like Bogema, many feel isolated.\u003c/p>\n\u003cfigure id=\"attachment_54104\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-18_enl-1e6c34c52073035cbd581b0929629582028c01b8-1-e1565235566501.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">McGregor, Minn., is one of 18 communities in north-eastern part of the state that is participating in a program that addresses loneliness and social isolation by connecting the young with the old. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>People in rural areas report \"feeling lonely or left out,\" says Carrie Henning-Smith, the deputy director of the \u003ca href=\"https://www.ruralhealthresearch.org/centers/minnesota\">University of Minnesota Rural Health Research Center\u003c/a> and one of the authors of a recent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/30609155\">study \u003c/a>on rural isolation, despite the fact that rural communities often have \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/21/725059882/poll-many-rural-americans-struggle-with-financial-insecurity-access-to-health-ca\">stronger social networks than urban ones\u003c/a>. She notes that many communities have become more socially isolated in recent years as rural economies have declined and young people moved away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Social isolation is increasingly recognized as a \u003ca href=\"https://academic.oup.com/ppar/article/27/4/127/4782506\">public health issue\u003c/a>. Studies show that isolation and loneliness puts people at a higher risk of long term\u003ca href=\"https://heart.bmj.com/content/heartjnl/102/13/1009.full.pdf\"> physical\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4225959/\">mental health problems\u003c/a>, including \u003ca href=\"https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000316\">premature mortality\u003c/a>. And Henning-Smith's preliminary research suggests that in rural areas, isolation can reduce people's ability to meet daily needs, like access to health care and food.\u003c/p>\n\u003cp>A group in northeastern Minnesota is tackling this problem in a novel way: They're trying to reconnect a fragmented social fabric by bringing together generations to support each other — kids and the elderly.\u003c/p>\n\u003cp>McGregor is one of 18 rural communities running the program, called\u003ca href=\"https://northlandfdn.org/news/publications/age2age-outcomes-2013.pdf\"> AGE to age\u003c/a>. It connects more than 4,000 youth with almost 2,500 older adults annually.\u003c/p>\n\u003cp>The initiative is not just geared to help the elderly — the support runs both ways. It also helps children and young people in these communities feel more supported, giving them work experience and mentors. Children and seniors work on projects together — the kind of activity varies from community to community, and can range anywhere from participating in a reading club, to building and maintaining a community garden, to helping local food pantries, to working on art projects. Along the way, they develop meaningful relationships that can last beyond the program.\u003c/p>\n\u003cfigure id=\"attachment_54105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-19_enl-a69e86f0a4679c4995ecb002de8680906bf7bc4c-1-e1565235619118.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Daryl Doering (center) of Kids Plus explains how certain yard tools work to volunteers Amelia Seybold (left) and Jason Ponthieux during a popsicle break at Barbara Coplan's house. Kids Plus connects kids with adults and seniors to foster relationships in the community. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cheryl Meld is the director of\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, a local McGregor group that runs the AGE to age program in this community. She hopes it can help give the town a different future. \"I would like to see a more connected community, and one that sustains those connections,\" she says.\u003c/p>\n\u003cp>The initiative is \"truly unique,\" says \u003ca href=\"https://www.linkedin.com/in/carterflorence\">Carter Florence\u003c/a>, senior director of strategy at \u003ca href=\"https://www.mealsonwheelsamerica.org/\">Meals on Wheels America\u003c/a>, who grew up in rural Appalachia, in Hazard, Ky., and has spent much of her career working in rural areas. Many places around the country, she says, \"are trying to support community connections and grow the close-knitness of their communities,\" she says. But most of these efforts are small-scale, she adds.\u003c/p>\n\u003cp>\"Having such a big program covering such a wide area, that is really intentionally focused on the intergenerational connectedness is unique,\" agrees Henning-Smith.\u003c/p>\n\u003cp>\u003cstrong>A once-bustling town empties out\u003c/strong>\u003c/p>\n\u003cp>Social isolation and loneliness weren't always a problem in McGregor and neighboring towns, says Meld, who grew up in the next town over, Tamarac. These were once thriving, connected communities, she says.\u003c/p>\n\u003cp>\"There were large families,\" she says. \"There were a lot of people doing things together, and a real sense of neighbors and neighborhoods.\"\u003c/p>\n\u003cp>McGregor once had a bustling downtown, full of stores, bars and restaurants. People shopped and socialized there, running into each other and stopping by each other's homes, Meld remembers. But that started to change a couple of decades ago, she says, when the local economy began to decline.\u003c/p>\n\u003cfigure id=\"attachment_54106\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-54106\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1200x800.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">McGregor was once a vibrant community, but around two decades ago, the local economy declined and people began to move away in search of other opportunities. Those changes affected the social fabric of the town. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stores like Walmart and Costco arrived, pushing out local businesses. Minnesota's timber industry, a big source of employment, began to struggle. And family farms did too, as the farms became less profitable and young people moved away looking for other careers.\u003c/p>\n\u003cp>\"So we lost the sense of generational businesses and families living here,\" says Meld.\u003c/p>\n\u003cp>Today, downtown McGregor is eerily quiet, with only a handful of businesses, such as a car repair shop, a bowling alley, a health center, a church, and a funeral home.\u003c/p>\n\u003cp>\"People don't just get together or drop by for a visit [anymore],\" Meld says. \"You don't see kids playing pick up games, you don't see them get together to play a game of softball.\"\u003c/p>\n\u003cfigure id=\"attachment_54114\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-54114\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Cheryl Meld, who grew up in the town adjacent to McGregor and now runs the Kids Plus and the AGE to age program, says that as local businesses closed, families had to work harder to make ends meet. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The recent poll by NPR, Harvard and the Robert Wood Johnson Foundation found that low income contributes to isolation. The poll found a higher proportion — about three in ten — of rural adults in households earning less than $25,000 a year say they always or often feel lonely and isolated from others, compared to those who earn more money. Previously published studies show that poverty is associated with a greater experience of social isolation.\u003c/p>\n\u003cp>The economic decline has affected the well-being of the entire community, Meld says. Older adults are increasingly aging in isolation. And young and middle aged people are having to work harder to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_54115\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-54115\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/fallback.png\" alt=\"\" width=\"600\" height=\"813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback-160x217.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Source: NPR/Robert Wood Johnson Foundation/Harvard T.H. Chan School of Public Health \"Life in Rural America — Part II\" survey of 1,405 adults living in the rural United States, conducted Jan. 1-March 2. The margin of error for the full sample is +/- 3.5 percentage points. For purposes of this poll, \"rural\" was defined as areas that are not part of a Metropolitan Statistical Area, as used in the 2016 National Exit Poll. \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Poverty and social isolation have contributed to rising addiction rates in the community, says Meld.\u003c/p>\n\u003cp>All this has led to children growing up in difficult family circumstances, with hardly any opportunities to escape their realities.\u003c/p>\n\u003cp>\"If you talk with kids, they'll tell you their parents are separated or divorced or going through some kind of substance [abuse] issue, and that's commonplace\" Meld says. \"The reality of their life is a lot of disruption, a lot of sadness, a lot of kids filling adult roles in their family's lives, helping raise their siblings.\"\u003c/p>\n\u003cp>\u003cstrong>Supporting vulnerable children\u003c/strong>\u003c/p>\n\u003cp>AGE to age program leaders in each community make an effort to engage the most vulnerable kids, says Lynn Haglin, director at the \u003ca href=\"https://northlandfdn.org/\">Northland Foundation,\u003c/a> a Minnesota foundation which started the AGE to age program and funds it.\u003c/p>\n\u003cp>Without help, many kids — \"children in the shadows,\" as she calls them — end up struggling on their own, Haglin says. These are \"young people that kind of move through school very quietly and they just don't have those moments where they are made to feel like, 'Wow you are really something you really have a lot to offer,' \" says Haglin.\u003c/p>\n\u003cfigure id=\"attachment_54091\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54091\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-6_enl-990a58a90fcc99f00f7e05bad369700ecca263c6-e1565236026924.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Annastazia Vierkandt is now raising her two sons Hamilton (center) and Jack in McGregor, where she grew up. When she was in the seventh grade, she signed up with the AGE to age program and met Coplan, who became a mentor to her. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Annastazia Vierkandt, now 20 years old, mostly grew up in McGregor. She says the Kids Plus AGE to Age program was a lifeline for her.\u003c/p>\n\u003cp>When she was a kid, she and her family rarely saw their neighbors or friends. She had three siblings and three half-siblings but they were on their own a lot.\u003c/p>\n\u003cp>\"Being the oldest sister, I was just expected to take care of the kids,\" she says. \"My mom wouldn't go out and play with them or anything like that. Sometimes, we'd just be inside playing, and she'd be inside in her room, or sitting on her phone.\"\u003c/p>\n\u003cp>Her father lived in another town, and her step father worked long hours. Vierkandt spent much of her childhood feeling alone.\u003c/p>\n\u003cfigure id=\"attachment_54101\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54101\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-26_enl-9a1f119bd915ad7b9394f698560b584cd18c21f9-1-e1565236113402.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says growing up, there wasn't a lot for kids to do. \"If you're not in school doing stuff, you're going to hang out with the wrong people and end up doing the wrong things. And I've seen people do that,\" she says, referring to drugs and alcohol use, which is a problem in the community. \"That's not where I wanted to be.\" \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Studies show that social isolation puts people at risk of a range of physical and mental health problems. And by the time Vierkandt was about 12 years old, she began to struggle with anxiety and depression.\u003c/p>\n\u003cp>Then, in seventh grade, she signed up to work with Kids Plus and met Barbara Coplan, who remembers her when they first met.\u003c/p>\n\u003cp>\"A very bubbly happy girl, but she would be stressed and inward,\" Coplan, who is now 70. \"And she needed some encouragement to be Anna, because Anna's a really cool person!\"\u003c/p>\n\u003cp>The two of them would meet up after school and head out into the community to work on various projects — helping out at community meals, a soup kitchen, a bake sale, a flower sale.\u003c/p>\n\u003cp>\"Anything that they did, I was usually there, because I didn't want to be at home,\" Vierkandt says.\u003c/p>\n\u003cfigure id=\"attachment_54099\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54099\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-7_enl-85616f224a63666988f2fc31b23db6f9ba58b567-1-e1565236160541.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says she appreciated her mentor Coplan's support and guidance during difficult years. \"For the older generation, they've lived life. They can tell you 'Oh that doesn't matter,'\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As she got to know Coplan better, Vierkandt started to open up to her about her home life, Coplan recalls. And Vierkandt was also anxious about a lot of things and afraid to talk to people.\u003c/p>\n\u003cp>Coplan, who has worked with over 50 children through the program over the years, realized that Vierkandt didn't have much support from the adults in her life. \"It's hard for the kids to fight when they feel like they don't have the support they need,\" she says.\u003c/p>\n\u003cp>So she began to give Vierkandt lots of encouragement to come out of her shell.\u003c/p>\n\u003cp>She says she would say to her: \"Hey, you're a great person! You talk to people, and communicate with them like you want. You're loving, you understand things. And if they don't want to talk to you, what's the worst that can happen? They'll say get away from me, OK!\"\u003c/p>\n\u003cp>Coplan was a positive role model, says Vierkandt. \"If I got frustrated or didn't understand how to do something, she was very patient and able to explain it in a way that would help me understand,\" she says.\u003c/p>\n\u003cp>The relationship, she says, helped her get through some difficult years, and helped her stay away from drugs, which is what a lot of kids she knew were doing.\u003c/p>\n\u003cfigure id=\"attachment_54116\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54116\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-800x265.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-768x255.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1020x338.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1200x398.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Doering, Seybold and Ponthieux, all with Kids Plus, clean up a flower bed in Coplan's yard. Coplan has worked with over 50 kids in the program. As her health declined in recent years, she turned to the community's children for help with maintaining her house and yard. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Connecting kids with an older adult is a way to give them the support of a mentor and a chance to feel like a valued member of the community, says Haglin.\u003c/p>\n\u003cp>\"It's really quite powerful, the impact [of having a] caring adult who takes an interest in this child who is struggling a little bit, who just needs that one-on-one to give them that lift or boost they need,\" she says.\u003c/p>\n\u003cp>Previous studies in other communities show that an older mentor can help children in all kinds of ways, like improving their \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/josh.12735\">academic performance,\u003c/a> increasing their awareness and self-confidence and even \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743554896111007\">reducing their risk\u003c/a> of drug use.\u003c/p>\n\u003cp>Surveys by the Northland Foundation show that 85% of children and youth participating in AGE to age across Northeastern Minnesota say they have created new friendships with their peers and adults, says Haglin. And all the adults who participate in the program say it has increased interactions between older adults and youth in their community.\u003c/p>\n\u003cp>And for the older adults, says Meld, the chance to help kids gives them a sense of purpose.\u003c/p>\n\u003cp>\"Ninety five percent of older adults report a renewed sense of purpose and community connection,\" says Haglin. \"And 94% of older adults report decreased feelings of isolation.\"\u003c/p>\n\u003cp>\u003cstrong>'Lifesavers'\u003c/strong>\u003c/p>\n\u003cp>It's a bright but cool summer morning and Bogema is dressed in a sweatshirt and jeans. She is expecting a group from Kids Plus to help her with some yard work. \"I'm dressed to work in the yard today,\" she says with a smile. \"Even if I don't pull weeds, I'm ready to go.\"\u003c/p>\n\u003cfigure id=\"attachment_54110\" class=\"wp-caption alignnone\" style=\"max-width: 998px\">\u003cimg class=\"size-full wp-image-54110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg\" alt=\"\" width=\"998\" height=\"747\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg 998w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-768x575.jpg 768w\" sizes=\"(max-width: 998px) 100vw, 998px\">\u003cfigcaption class=\"wp-caption-text\">Bogema greets Darian Morgart (left) and Mason Jokamaki, both from Kids Plus who arrived to rake her yard, along with Lisa Belinger, an employee of Kids Plus. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soon, a team of three — Lisa Belinger, an employee with\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, and two 14 year-old boys, named Mason Jokamaki and Darian Morgart — arrive at Bogema's.\u003c/p>\n\u003cp>Bogema takes them to her garage so they can grab some rakes, and the team gets to work raking her yard.\u003c/p>\n\u003cfigure id=\"attachment_54111\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54111\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-5_enl-30ab49275caf817201ee106a72255232d5a63c4e-1-e1565236442365.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Morgart (left) says he joined the Kids Plus program as a way to see friends like Jokamaki during a time of the year when they wouldn't normally see each other. And, he says, it's a way to meet older people in the community \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Oh gosh you guys, thank you!\" says Bogema. \"Lifesavers!\"\u003c/p>\n\u003cp>Not only is she grateful for their help, she also appreciates their company. Their presence, the sound of their voices — talking and joking with each other — comfort her, she says: \"It's like I'm not alone.\"\u003c/p>\n\u003cp>The program has made her feel more plugged into the community. In fact, this year, she signed up to volunteer herself. Starting this fall, she will join the group's Reading Pals program, where seniors read to children and help them improve their reading skills.\u003c/p>\n\u003cfigure id=\"attachment_54112\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54112\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-13x_enl-4a291011b65b7220adb6384c5ebe740703ef24b0-1-e1565236528618.jpg\" alt=\"\" width=\"1920\" height=\"881\">\u003cfigcaption class=\"wp-caption-text\">Bogema says that the AGE to age program has made her feel more connected to the community. She says just hearing the sounds of kids talking in her yard makes her feel better. \"It's like I'm not alone,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for 14-year-old Morgart who's helping Bogema rake her yard, he says he decided to work with Kids Plus \"just to hang out in the summer [with friends], because other than that we don't hang out normally.\"\u003c/p>\n\u003cp>People live far away from each other, so without a ride from a parent, seeing friends outside of school isn't easy, he says.\u003c/p>\n\u003cp>His friend Jokamaki says he likes working with his friend. \"It doesn't feel like work. It feels like fun,\" he says.\u003c/p>\n\u003cp>The program also makes them feel more connected to other people in the town. \"If I'm doing something for other people ... and then, I see them further down the line, like somewhere else, then they recognize me and I recognize them,\" says Morgart. \"It's just nice.\"\u003c/p>\n\u003cp>And those community connections can last well beyond the program, as they did for Anna Vierkandt.\u003c/p>\n\u003cp>Today, Vierkandt is happily married with two children. She is no longer in contact with her own mother, but thinks of her AGE to age mentor Coplan as her second mother and continues to stay in touch with her. Coplan was the first person she texted with pictures after she gave birth to her son earlier this year.\u003c/p>\n\u003cp>Coplan and the program changed her life, says Vierkandt, by giving her \"a sense of purpose and belonging.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The program benefits the entire community, says Coplan. \"Because all it does is pull everybody together.\"\u003c/p>\n\u003cfigure id=\"attachment_54117\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54117\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1200x799.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says the program has taught her empathy and compassion. \"That's just kind of how I live my life now,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Bringing+Together+Young+And+Old+To+Ease+The+Isolation+Of+Rural+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In rural communities, loneliness and lack of social connection are taking a toll on the elderly and young alike. One group in Minnesota is trying to solve the problem by connecting the generations. ","status":"publish","parent":0,"modified":1565270023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":67,"wordCount":2968},"headData":{"title":"Bringing Together Young And Old To Ease The Isolation Of Rural Life | KQED","description":"In rural communities, loneliness and lack of social connection are taking a toll on the elderly and young alike. One group in Minnesota is trying to solve the problem by connecting the generations. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Bringing Together Young And Old To Ease The Isolation Of Rural Life","datePublished":"2019-08-08T13:12:18.000Z","dateModified":"2019-08-08T13:13:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54082 https://ww2.kqed.org/mindshift/?p=54082","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/08/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life/","disqusTitle":"Bringing Together Young And Old To Ease The Isolation Of Rural Life","nprByline":"Rhitu Chatterjee","nprImageAgency":"Meredith Rizzo/NPR","path":"/mindshift/54082/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Priscilla Bogema lives in a rural town called McGregor, Minn., in a part of the state that has more trees and lakes than people.\u003c/p>\n\u003cp>She came here about 20 years ago seeking solitude during a major crisis in her life. She had just gotten divorced and was dealing with some health problems. \"So I came to a place where nobody could see me,\" she says.\u003c/p>\n\u003cp>Now, Bogema is in her 60s, frail and mostly confined to her house. Her arthritis and other health problems have limited her mobility. She struggles with the upkeep of her home and yard. She drives into town once a week for groceries and a movie with other seniors. But she doesn't have close friends she sees regularly and her children and grandchildren only visit once every few months.\u003c/p>\n\u003cp>The solitude she once sought is no longer as comforting. \"It can get lonely, very lonely,\" she says.\u003c/p>\n\u003cp>According to a recent poll by NPR, the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, Bogema is one of about 2.5 million rural residents (about 7% of the total rural population) who say they have no friends or family nearby to rely on. An additional 14 million (about 39%) say they only have a few people. Like Bogema, many feel isolated.\u003c/p>\n\u003cfigure id=\"attachment_54104\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-18_enl-1e6c34c52073035cbd581b0929629582028c01b8-1-e1565235566501.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">McGregor, Minn., is one of 18 communities in north-eastern part of the state that is participating in a program that addresses loneliness and social isolation by connecting the young with the old. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>People in rural areas report \"feeling lonely or left out,\" says Carrie Henning-Smith, the deputy director of the \u003ca href=\"https://www.ruralhealthresearch.org/centers/minnesota\">University of Minnesota Rural Health Research Center\u003c/a> and one of the authors of a recent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/30609155\">study \u003c/a>on rural isolation, despite the fact that rural communities often have \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/21/725059882/poll-many-rural-americans-struggle-with-financial-insecurity-access-to-health-ca\">stronger social networks than urban ones\u003c/a>. She notes that many communities have become more socially isolated in recent years as rural economies have declined and young people moved away.\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>Social isolation is increasingly recognized as a \u003ca href=\"https://academic.oup.com/ppar/article/27/4/127/4782506\">public health issue\u003c/a>. Studies show that isolation and loneliness puts people at a higher risk of long term\u003ca href=\"https://heart.bmj.com/content/heartjnl/102/13/1009.full.pdf\"> physical\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4225959/\">mental health problems\u003c/a>, including \u003ca href=\"https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000316\">premature mortality\u003c/a>. And Henning-Smith's preliminary research suggests that in rural areas, isolation can reduce people's ability to meet daily needs, like access to health care and food.\u003c/p>\n\u003cp>A group in northeastern Minnesota is tackling this problem in a novel way: They're trying to reconnect a fragmented social fabric by bringing together generations to support each other — kids and the elderly.\u003c/p>\n\u003cp>McGregor is one of 18 rural communities running the program, called\u003ca href=\"https://northlandfdn.org/news/publications/age2age-outcomes-2013.pdf\"> AGE to age\u003c/a>. It connects more than 4,000 youth with almost 2,500 older adults annually.\u003c/p>\n\u003cp>The initiative is not just geared to help the elderly — the support runs both ways. It also helps children and young people in these communities feel more supported, giving them work experience and mentors. Children and seniors work on projects together — the kind of activity varies from community to community, and can range anywhere from participating in a reading club, to building and maintaining a community garden, to helping local food pantries, to working on art projects. Along the way, they develop meaningful relationships that can last beyond the program.\u003c/p>\n\u003cfigure id=\"attachment_54105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-19_enl-a69e86f0a4679c4995ecb002de8680906bf7bc4c-1-e1565235619118.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Daryl Doering (center) of Kids Plus explains how certain yard tools work to volunteers Amelia Seybold (left) and Jason Ponthieux during a popsicle break at Barbara Coplan's house. Kids Plus connects kids with adults and seniors to foster relationships in the community. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cheryl Meld is the director of\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, a local McGregor group that runs the AGE to age program in this community. She hopes it can help give the town a different future. \"I would like to see a more connected community, and one that sustains those connections,\" she says.\u003c/p>\n\u003cp>The initiative is \"truly unique,\" says \u003ca href=\"https://www.linkedin.com/in/carterflorence\">Carter Florence\u003c/a>, senior director of strategy at \u003ca href=\"https://www.mealsonwheelsamerica.org/\">Meals on Wheels America\u003c/a>, who grew up in rural Appalachia, in Hazard, Ky., and has spent much of her career working in rural areas. Many places around the country, she says, \"are trying to support community connections and grow the close-knitness of their communities,\" she says. But most of these efforts are small-scale, she adds.\u003c/p>\n\u003cp>\"Having such a big program covering such a wide area, that is really intentionally focused on the intergenerational connectedness is unique,\" agrees Henning-Smith.\u003c/p>\n\u003cp>\u003cstrong>A once-bustling town empties out\u003c/strong>\u003c/p>\n\u003cp>Social isolation and loneliness weren't always a problem in McGregor and neighboring towns, says Meld, who grew up in the next town over, Tamarac. These were once thriving, connected communities, she says.\u003c/p>\n\u003cp>\"There were large families,\" she says. \"There were a lot of people doing things together, and a real sense of neighbors and neighborhoods.\"\u003c/p>\n\u003cp>McGregor once had a bustling downtown, full of stores, bars and restaurants. People shopped and socialized there, running into each other and stopping by each other's homes, Meld remembers. But that started to change a couple of decades ago, she says, when the local economy began to decline.\u003c/p>\n\u003cfigure id=\"attachment_54106\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-54106\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-4_enl-70857a2ab1322c1add85b0b687292c1d1ba6ba56-1-1200x800.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">McGregor was once a vibrant community, but around two decades ago, the local economy declined and people began to move away in search of other opportunities. Those changes affected the social fabric of the town. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stores like Walmart and Costco arrived, pushing out local businesses. Minnesota's timber industry, a big source of employment, began to struggle. And family farms did too, as the farms became less profitable and young people moved away looking for other careers.\u003c/p>\n\u003cp>\"So we lost the sense of generational businesses and families living here,\" says Meld.\u003c/p>\n\u003cp>Today, downtown McGregor is eerily quiet, with only a handful of businesses, such as a car repair shop, a bowling alley, a health center, a church, and a funeral home.\u003c/p>\n\u003cp>\"People don't just get together or drop by for a visit [anymore],\" Meld says. \"You don't see kids playing pick up games, you don't see them get together to play a game of softball.\"\u003c/p>\n\u003cfigure id=\"attachment_54114\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-54114\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-23_custom-059c149a2da74483b8cc5eb70414df48b2e9d65a-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Cheryl Meld, who grew up in the town adjacent to McGregor and now runs the Kids Plus and the AGE to age program, says that as local businesses closed, families had to work harder to make ends meet. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The recent poll by NPR, Harvard and the Robert Wood Johnson Foundation found that low income contributes to isolation. The poll found a higher proportion — about three in ten — of rural adults in households earning less than $25,000 a year say they always or often feel lonely and isolated from others, compared to those who earn more money. Previously published studies show that poverty is associated with a greater experience of social isolation.\u003c/p>\n\u003cp>The economic decline has affected the well-being of the entire community, Meld says. Older adults are increasingly aging in isolation. And young and middle aged people are having to work harder to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_54115\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-54115\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/fallback.png\" alt=\"\" width=\"600\" height=\"813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/fallback-160x217.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Source: NPR/Robert Wood Johnson Foundation/Harvard T.H. Chan School of Public Health \"Life in Rural America — Part II\" survey of 1,405 adults living in the rural United States, conducted Jan. 1-March 2. The margin of error for the full sample is +/- 3.5 percentage points. For purposes of this poll, \"rural\" was defined as areas that are not part of a Metropolitan Statistical Area, as used in the 2016 National Exit Poll. \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Poverty and social isolation have contributed to rising addiction rates in the community, says Meld.\u003c/p>\n\u003cp>All this has led to children growing up in difficult family circumstances, with hardly any opportunities to escape their realities.\u003c/p>\n\u003cp>\"If you talk with kids, they'll tell you their parents are separated or divorced or going through some kind of substance [abuse] issue, and that's commonplace\" Meld says. \"The reality of their life is a lot of disruption, a lot of sadness, a lot of kids filling adult roles in their family's lives, helping raise their siblings.\"\u003c/p>\n\u003cp>\u003cstrong>Supporting vulnerable children\u003c/strong>\u003c/p>\n\u003cp>AGE to age program leaders in each community make an effort to engage the most vulnerable kids, says Lynn Haglin, director at the \u003ca href=\"https://northlandfdn.org/\">Northland Foundation,\u003c/a> a Minnesota foundation which started the AGE to age program and funds it.\u003c/p>\n\u003cp>Without help, many kids — \"children in the shadows,\" as she calls them — end up struggling on their own, Haglin says. These are \"young people that kind of move through school very quietly and they just don't have those moments where they are made to feel like, 'Wow you are really something you really have a lot to offer,' \" says Haglin.\u003c/p>\n\u003cfigure id=\"attachment_54091\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54091\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-6_enl-990a58a90fcc99f00f7e05bad369700ecca263c6-e1565236026924.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Annastazia Vierkandt is now raising her two sons Hamilton (center) and Jack in McGregor, where she grew up. When she was in the seventh grade, she signed up with the AGE to age program and met Coplan, who became a mentor to her. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Annastazia Vierkandt, now 20 years old, mostly grew up in McGregor. She says the Kids Plus AGE to Age program was a lifeline for her.\u003c/p>\n\u003cp>When she was a kid, she and her family rarely saw their neighbors or friends. She had three siblings and three half-siblings but they were on their own a lot.\u003c/p>\n\u003cp>\"Being the oldest sister, I was just expected to take care of the kids,\" she says. \"My mom wouldn't go out and play with them or anything like that. Sometimes, we'd just be inside playing, and she'd be inside in her room, or sitting on her phone.\"\u003c/p>\n\u003cp>Her father lived in another town, and her step father worked long hours. Vierkandt spent much of her childhood feeling alone.\u003c/p>\n\u003cfigure id=\"attachment_54101\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54101\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-26_enl-9a1f119bd915ad7b9394f698560b584cd18c21f9-1-e1565236113402.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says growing up, there wasn't a lot for kids to do. \"If you're not in school doing stuff, you're going to hang out with the wrong people and end up doing the wrong things. And I've seen people do that,\" she says, referring to drugs and alcohol use, which is a problem in the community. \"That's not where I wanted to be.\" \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Studies show that social isolation puts people at risk of a range of physical and mental health problems. And by the time Vierkandt was about 12 years old, she began to struggle with anxiety and depression.\u003c/p>\n\u003cp>Then, in seventh grade, she signed up to work with Kids Plus and met Barbara Coplan, who remembers her when they first met.\u003c/p>\n\u003cp>\"A very bubbly happy girl, but she would be stressed and inward,\" Coplan, who is now 70. \"And she needed some encouragement to be Anna, because Anna's a really cool person!\"\u003c/p>\n\u003cp>The two of them would meet up after school and head out into the community to work on various projects — helping out at community meals, a soup kitchen, a bake sale, a flower sale.\u003c/p>\n\u003cp>\"Anything that they did, I was usually there, because I didn't want to be at home,\" Vierkandt says.\u003c/p>\n\u003cfigure id=\"attachment_54099\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54099\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-7_enl-85616f224a63666988f2fc31b23db6f9ba58b567-1-e1565236160541.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says she appreciated her mentor Coplan's support and guidance during difficult years. \"For the older generation, they've lived life. They can tell you 'Oh that doesn't matter,'\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As she got to know Coplan better, Vierkandt started to open up to her about her home life, Coplan recalls. And Vierkandt was also anxious about a lot of things and afraid to talk to people.\u003c/p>\n\u003cp>Coplan, who has worked with over 50 children through the program over the years, realized that Vierkandt didn't have much support from the adults in her life. \"It's hard for the kids to fight when they feel like they don't have the support they need,\" she says.\u003c/p>\n\u003cp>So she began to give Vierkandt lots of encouragement to come out of her shell.\u003c/p>\n\u003cp>She says she would say to her: \"Hey, you're a great person! You talk to people, and communicate with them like you want. You're loving, you understand things. And if they don't want to talk to you, what's the worst that can happen? They'll say get away from me, OK!\"\u003c/p>\n\u003cp>Coplan was a positive role model, says Vierkandt. \"If I got frustrated or didn't understand how to do something, she was very patient and able to explain it in a way that would help me understand,\" she says.\u003c/p>\n\u003cp>The relationship, she says, helped her get through some difficult years, and helped her stay away from drugs, which is what a lot of kids she knew were doing.\u003c/p>\n\u003cfigure id=\"attachment_54116\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54116\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-800x265.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-768x255.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1020x338.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-22-x_custom-a3d8b11f415b12a78465bce7c97f86fe1fc6aa84-s1300-c85-1200x398.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Doering, Seybold and Ponthieux, all with Kids Plus, clean up a flower bed in Coplan's yard. Coplan has worked with over 50 kids in the program. As her health declined in recent years, she turned to the community's children for help with maintaining her house and yard. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Connecting kids with an older adult is a way to give them the support of a mentor and a chance to feel like a valued member of the community, says Haglin.\u003c/p>\n\u003cp>\"It's really quite powerful, the impact [of having a] caring adult who takes an interest in this child who is struggling a little bit, who just needs that one-on-one to give them that lift or boost they need,\" she says.\u003c/p>\n\u003cp>Previous studies in other communities show that an older mentor can help children in all kinds of ways, like improving their \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/josh.12735\">academic performance,\u003c/a> increasing their awareness and self-confidence and even \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743554896111007\">reducing their risk\u003c/a> of drug use.\u003c/p>\n\u003cp>Surveys by the Northland Foundation show that 85% of children and youth participating in AGE to age across Northeastern Minnesota say they have created new friendships with their peers and adults, says Haglin. And all the adults who participate in the program say it has increased interactions between older adults and youth in their community.\u003c/p>\n\u003cp>And for the older adults, says Meld, the chance to help kids gives them a sense of purpose.\u003c/p>\n\u003cp>\"Ninety five percent of older adults report a renewed sense of purpose and community connection,\" says Haglin. \"And 94% of older adults report decreased feelings of isolation.\"\u003c/p>\n\u003cp>\u003cstrong>'Lifesavers'\u003c/strong>\u003c/p>\n\u003cp>It's a bright but cool summer morning and Bogema is dressed in a sweatshirt and jeans. She is expecting a group from Kids Plus to help her with some yard work. \"I'm dressed to work in the yard today,\" she says with a smile. \"Even if I don't pull weeds, I'm ready to go.\"\u003c/p>\n\u003cfigure id=\"attachment_54110\" class=\"wp-caption alignnone\" style=\"max-width: 998px\">\u003cimg class=\"size-full wp-image-54110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg\" alt=\"\" width=\"998\" height=\"747\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1.jpg 998w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-800x599.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-11x_enl-19164188d4630f03d8e9b3bd501a8aeb3614dd45-1-768x575.jpg 768w\" sizes=\"(max-width: 998px) 100vw, 998px\">\u003cfigcaption class=\"wp-caption-text\">Bogema greets Darian Morgart (left) and Mason Jokamaki, both from Kids Plus who arrived to rake her yard, along with Lisa Belinger, an employee of Kids Plus. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soon, a team of three — Lisa Belinger, an employee with\u003ca href=\"https://www.facebook.com/KidsPlusOfMcGregor/\"> Kids Plus\u003c/a>, and two 14 year-old boys, named Mason Jokamaki and Darian Morgart — arrive at Bogema's.\u003c/p>\n\u003cp>Bogema takes them to her garage so they can grab some rakes, and the team gets to work raking her yard.\u003c/p>\n\u003cfigure id=\"attachment_54111\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54111\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-5_enl-30ab49275caf817201ee106a72255232d5a63c4e-1-e1565236442365.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Morgart (left) says he joined the Kids Plus program as a way to see friends like Jokamaki during a time of the year when they wouldn't normally see each other. And, he says, it's a way to meet older people in the community \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Oh gosh you guys, thank you!\" says Bogema. \"Lifesavers!\"\u003c/p>\n\u003cp>Not only is she grateful for their help, she also appreciates their company. Their presence, the sound of their voices — talking and joking with each other — comfort her, she says: \"It's like I'm not alone.\"\u003c/p>\n\u003cp>The program has made her feel more plugged into the community. In fact, this year, she signed up to volunteer herself. Starting this fall, she will join the group's Reading Pals program, where seniors read to children and help them improve their reading skills.\u003c/p>\n\u003cfigure id=\"attachment_54112\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54112\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-13x_enl-4a291011b65b7220adb6384c5ebe740703ef24b0-1-e1565236528618.jpg\" alt=\"\" width=\"1920\" height=\"881\">\u003cfigcaption class=\"wp-caption-text\">Bogema says that the AGE to age program has made her feel more connected to the community. She says just hearing the sounds of kids talking in her yard makes her feel better. \"It's like I'm not alone,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for 14-year-old Morgart who's helping Bogema rake her yard, he says he decided to work with Kids Plus \"just to hang out in the summer [with friends], because other than that we don't hang out normally.\"\u003c/p>\n\u003cp>People live far away from each other, so without a ride from a parent, seeing friends outside of school isn't easy, he says.\u003c/p>\n\u003cp>His friend Jokamaki says he likes working with his friend. \"It doesn't feel like work. It feels like fun,\" he says.\u003c/p>\n\u003cp>The program also makes them feel more connected to other people in the town. \"If I'm doing something for other people ... and then, I see them further down the line, like somewhere else, then they recognize me and I recognize them,\" says Morgart. \"It's just nice.\"\u003c/p>\n\u003cp>And those community connections can last well beyond the program, as they did for Anna Vierkandt.\u003c/p>\n\u003cp>Today, Vierkandt is happily married with two children. She is no longer in contact with her own mother, but thinks of her AGE to age mentor Coplan as her second mother and continues to stay in touch with her. Coplan was the first person she texted with pictures after she gave birth to her son earlier this year.\u003c/p>\n\u003cp>Coplan and the program changed her life, says Vierkandt, by giving her \"a sense of purpose and belonging.\"\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>The program benefits the entire community, says Coplan. \"Because all it does is pull everybody together.\"\u003c/p>\n\u003cfigure id=\"attachment_54117\" class=\"wp-caption alignnone\" style=\"max-width: 1300px\">\u003cimg class=\"size-full wp-image-54117\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/rural-health-mcgregor-25x_custom-8fead743d14afffe05a90af9534813f174c5f86e-s1300-c85-1200x799.jpg 1200w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Vierkandt says the program has taught her empathy and compassion. \"That's just kind of how I live my life now,\" she says. \u003ccite>(Meredith Rizzo/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Bringing+Together+Young+And+Old+To+Ease+The+Isolation+Of+Rural+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54082/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life","authors":["byline_mindshift_54082"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21010","mindshift_21213","mindshift_20627","mindshift_223"],"featImg":"mindshift_54086","label":"mindshift"},"mindshift_46886":{"type":"posts","id":"mindshift_46886","meta":{"index":"posts_1591205157","site":"mindshift","id":"46886","score":null,"sort":[1478192608000]},"guestAuthors":[],"slug":"3-types-of-college-friendships-that-matter-for-student-success","title":"3 Types of College Friendships That Matter For Student Success","publishDate":1478192608,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Like many people, I absolutely cherish the close friendships I forged in college, nearly \u003cem>mumble-mumble\u003c/em> years ago. But we rarely think about how these friendships might affect the path to graduation. If anything, students are typically advised to avoid social distractions and keep their eyes on the academic prize instead.\u003c/p>\n\u003cp>A \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/C/bo24731955.html\">new book\u003c/a> from a researcher at Dartmouth College puts a new spin on that idea, mapping out the ways differently structured social networks affect students' experiences for good and for ill.\u003c/p>\n\u003cp>Janice McCabe, an associate professor of sociology, interviewed a diverse group of 67 undergraduates at a large Midwestern public university (unnamed to protect student privacy.) She asked them to name their friends, which ranged from 3 to 60 individuals, and then she painstakingly mapped out the web of connections that made up each person's friend network.\u003c/p>\n\u003cp>Her conclusion? \"It's important to realize that friends can have academic as well as social benefits.\" And the type of network you have matters a lot.\u003c/p>\n\u003cp>McCabe found that students' networks fell into three basic types. \"Tight-knitters\" had a single cluster of friends who all knew each other and did seemingly everything together. They often described those friends as like \"home\" or like \"family.\" Their social network resembles a ball of yarn.\u003c/p>\n\u003cfigure id=\"attachment_46894\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Tight-Knitters.jpg\" alt='\"Tight-knitters\" had a close group of friends who were \"like family.\" ' width=\"400\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-160x86.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-240x129.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-375x202.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Tight-knitters\" had a close group of friends who were \"like family.\" \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Compartmentalizers\" had between two and four unrelated clusters of friends: say, one group of fellow engineering majors, another from the swim team. With two clusters, their pattern looks like a bow tie.\u003c/p>\n\u003cfigure id=\"attachment_46889\" class=\"wp-caption alignnone\" style=\"max-width: 1692px\">\u003cimg class=\"size-full wp-image-46889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg\" alt='\"Compartmentalizers\" had between two and four separate clusters of friends.' width=\"1692\" height=\"951\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg 1692w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-520x292.jpg 520w\" sizes=\"(max-width: 1692px) 100vw, 1692px\">\u003cfigcaption class=\"wp-caption-text\">\"Compartmentalizers\" had between two and four separate clusters of friends. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And \"Samplers\" had one-on-one friendships with individuals who didn't necessarily know one another. Their networks looked like a hub-and-spoke system, or a daisy.\u003c/p>\n\u003cfigure id=\"attachment_46895\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Samplers.jpg\" alt='\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. ' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-375x211.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tight-knitters named an average of 13 friends. Many of these students spoke about how important it was to have friends who could provide \"intense social support that got them through difficult experiences,\" says McCabe.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The sample size is too small to be definitive about cause, but McCabe found that about half the tight-knitters seemed to be part of groups that \"dragged them down\" academically. The other half performed above average, seemingly part of groups that \"dragged each other up.\"\u003c/p>\n\u003cp>To put it another way, among the students who said their close group of friends provided academic motivation and support, every one of them graduated. Among the ones who said they lacked this support and their friends distracted them from schoolwork, only half managed to graduate within six years. \"It really happened both ways,\" McCabe said.\u003c/p>\n\u003cp>Compartmentalizers had at least one group of friends that was more academically oriented, and one that was more social. This pattern was common among students from more privileged backgrounds, who tended to do well in college. When they were juggling more than two clusters, though, they reported being spread thin socially. Many had one \"academic\" cluster and another who helped reinforce a sense of belonging on campus.\u003c/p>\n\u003cp>Samplers reported having about the same number of friends as compartmentalizers, about 20. But these students said their friendships were arranged differently, as a collection of one-on-one relationships. Samplers were successful academically, but they were more likely to report being \"very lonely,\" and socially isolated, says McCabe.\u003c/p>\n\u003cp>Basing her study on in-depth interviews, McCabe discovered that above all, students seek a good balance between their academic and social lives. The lines may often blur, but that can be to the good: Students check in with friends when they have a paper due, they study together and quiz each other, and they help each other blow off steam when the work is done.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead of looking at proxy measures, like involvement in extracurriculars, she suggests that administrators could get a better view of how to help students succeed by understanding all the roles strong friendships play. \"They can be ties keeping students in and committed and helping them do well and helping them feel like a whole person too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+College+Friendships+May+Affect+Student+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new study and book finds friends can \"drag you up\" or \"drag you down.\"","status":"publish","parent":0,"modified":1478192608,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":703},"headData":{"title":"3 Types of College Friendships That Matter For Student Success | KQED","description":"A new study and book finds friends can "drag you up" or "drag you down."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Types of College Friendships That Matter For Student Success","datePublished":"2016-11-03T17:03:28.000Z","dateModified":"2016-11-03T17:03:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46886 http://ww2.kqed.org/mindshift/?p=46886","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/03/3-types-of-college-friendships-that-matter-for-student-success/","disqusTitle":"3 Types of College Friendships That Matter For Student Success","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"499351266","nprApiLink":"http://api.npr.org/query?id=499351266&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/11/02/499351266/how-college-friendships-may-affect-student-success?ft=nprml&f=499351266","nprRetrievedStory":"1","nprPubDate":"Wed, 02 Nov 2016 06:01:00 -0400","nprStoryDate":"Wed, 02 Nov 2016 06:01:25 -0400","nprLastModifiedDate":"Wed, 02 Nov 2016 06:01:25 -0400","path":"/mindshift/46886/3-types-of-college-friendships-that-matter-for-student-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many people, I absolutely cherish the close friendships I forged in college, nearly \u003cem>mumble-mumble\u003c/em> years ago. But we rarely think about how these friendships might affect the path to graduation. If anything, students are typically advised to avoid social distractions and keep their eyes on the academic prize instead.\u003c/p>\n\u003cp>A \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/C/bo24731955.html\">new book\u003c/a> from a researcher at Dartmouth College puts a new spin on that idea, mapping out the ways differently structured social networks affect students' experiences for good and for ill.\u003c/p>\n\u003cp>Janice McCabe, an associate professor of sociology, interviewed a diverse group of 67 undergraduates at a large Midwestern public university (unnamed to protect student privacy.) She asked them to name their friends, which ranged from 3 to 60 individuals, and then she painstakingly mapped out the web of connections that made up each person's friend network.\u003c/p>\n\u003cp>Her conclusion? \"It's important to realize that friends can have academic as well as social benefits.\" And the type of network you have matters a lot.\u003c/p>\n\u003cp>McCabe found that students' networks fell into three basic types. \"Tight-knitters\" had a single cluster of friends who all knew each other and did seemingly everything together. They often described those friends as like \"home\" or like \"family.\" Their social network resembles a ball of yarn.\u003c/p>\n\u003cfigure id=\"attachment_46894\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Tight-Knitters.jpg\" alt='\"Tight-knitters\" had a close group of friends who were \"like family.\" ' width=\"400\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-160x86.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-240x129.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-375x202.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Tight-knitters\" had a close group of friends who were \"like family.\" \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Compartmentalizers\" had between two and four unrelated clusters of friends: say, one group of fellow engineering majors, another from the swim team. With two clusters, their pattern looks like a bow tie.\u003c/p>\n\u003cfigure id=\"attachment_46889\" class=\"wp-caption alignnone\" style=\"max-width: 1692px\">\u003cimg class=\"size-full wp-image-46889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg\" alt='\"Compartmentalizers\" had between two and four separate clusters of friends.' width=\"1692\" height=\"951\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg 1692w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-520x292.jpg 520w\" sizes=\"(max-width: 1692px) 100vw, 1692px\">\u003cfigcaption class=\"wp-caption-text\">\"Compartmentalizers\" had between two and four separate clusters of friends. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And \"Samplers\" had one-on-one friendships with individuals who didn't necessarily know one another. Their networks looked like a hub-and-spoke system, or a daisy.\u003c/p>\n\u003cfigure id=\"attachment_46895\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Samplers.jpg\" alt='\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. ' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-375x211.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tight-knitters named an average of 13 friends. Many of these students spoke about how important it was to have friends who could provide \"intense social support that got them through difficult experiences,\" says McCabe.\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 sample size is too small to be definitive about cause, but McCabe found that about half the tight-knitters seemed to be part of groups that \"dragged them down\" academically. The other half performed above average, seemingly part of groups that \"dragged each other up.\"\u003c/p>\n\u003cp>To put it another way, among the students who said their close group of friends provided academic motivation and support, every one of them graduated. Among the ones who said they lacked this support and their friends distracted them from schoolwork, only half managed to graduate within six years. \"It really happened both ways,\" McCabe said.\u003c/p>\n\u003cp>Compartmentalizers had at least one group of friends that was more academically oriented, and one that was more social. This pattern was common among students from more privileged backgrounds, who tended to do well in college. When they were juggling more than two clusters, though, they reported being spread thin socially. Many had one \"academic\" cluster and another who helped reinforce a sense of belonging on campus.\u003c/p>\n\u003cp>Samplers reported having about the same number of friends as compartmentalizers, about 20. But these students said their friendships were arranged differently, as a collection of one-on-one relationships. Samplers were successful academically, but they were more likely to report being \"very lonely,\" and socially isolated, says McCabe.\u003c/p>\n\u003cp>Basing her study on in-depth interviews, McCabe discovered that above all, students seek a good balance between their academic and social lives. The lines may often blur, but that can be to the good: Students check in with friends when they have a paper due, they study together and quiz each other, and they help each other blow off steam when the work is done.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead of looking at proxy measures, like involvement in extracurriculars, she suggests that administrators could get a better view of how to help students succeed by understanding all the roles strong friendships play. \"They can be ties keeping students in and committed and helping them do well and helping them feel like a whole person too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+College+Friendships+May+Affect+Student+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46886/3-types-of-college-friendships-that-matter-for-student-success","authors":["byline_mindshift_46886"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_943","mindshift_223"],"featImg":"mindshift_46887","label":"mindshift"},"mindshift_25863":{"type":"posts","id":"mindshift_25863","meta":{"index":"posts_1591205157","site":"mindshift","id":"25863","score":null,"sort":[1356024764000]},"guestAuthors":[],"slug":"for-advice-ideas-and-support-more-educators-seek-social-networks","title":"For Advice, Ideas and Support, More Educators Seek Social Networks","publishDate":1356024764,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25867\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/to-go-with-us-it-internet-ipo-facebook-a/\" rel=\"attachment wp-att-25867\">\u003cimg class=\"size-full wp-image-25867\" title=\"TO GO WITH US-IT-Internet-IPO-Facebook-A\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Facebook.jpg\" alt=\"\" width=\"620\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-400x213.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-320x170.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Ted Aljibe/Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Social networking is hardly a new phenomenon, but teachers have come a long way in their use of sites like Facebook and Twitter. These forms of communication and collaboration have become so common, it’s easy to forget that even a social networking heavyweight like Twitter only gained popularity in the last three or four years.\u003c/p>\n\u003cp>Results of a survey conducted by \u003ca href=\"http://www.mmseducation.com/\">MMS Education\u003c/a> show that between 2009 -- when the survey was last conducted -- and 2012, teachers have significantly increased their use of social networking for both personal and professional use. According to a\u003cem>\u003ca title=\"blocked::http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" href=\"http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" target=\"_blank\"> Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools 2012\u003c/a>\u003c/em>, the percentage of educators who replied that they were part of at least one social networking site went up from 61 percent in 2009 to 82 percent in 2012 -- a significant 34 percent gain.\u003c/p>\n\u003cp>It’s not too surprising that Facebook is still the most popular site, with 85 percent of respondents saying they are members, but educators also favor Google+, Twitter and Pinterest, a surprise write-in. Even more impressively, participation on education-focused sites, some of which didn't exist during the 2009 survey, has increased dramatically. The most popular is Edmodo with 27 percent, but more established sites like edWeb saw significant increases in participation as well.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback.”\u003c/p>\n\u003c/aside>\n\u003cp>While teachers understand how important social networking sites are to students' lives, most indicated that they haven’t been able to capitalize on that energy for the purposes of learning. Access to sites is still a huge problem; 47 percent of educators said they felt the rules were too restrictive for their students and even for themselves when at school.\u003c/p>\n\u003cp>“When educators do find value in an education-based site, they visit frequently,” said Susan Meell, CEO of MMS Education in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DE82894D\">webinar\u003c/a> explaining the survey results. Many educators reported getting a lot of use out of their interactions on social media sites, especially from free professional development and sharing ideas.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback,” explained Meell. Social networking is an easy and quick way to do both. It’s also a great way for teachers to broaden their ideas about teaching and to share new digital tools.\u003c/p>\n\u003cp>“It is so very important that we as teachers begin to use technology, as students are already 'equipped' with the mindset for technology,” wrote one teacher on the survey. Others noted that teachers need to be teaching digital citizenship and using web 2.0 tools to transform teaching and learning. And in a striking parallel to how online learning can bring out shy learners, many teachers noted how much they gain from interacting with other educators through participation on social networking sites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">What To Do If Your School Bans Useful Websites\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand the Right to Use Technology in Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>But teachers had concerns as well. Foremost on their minds was the potential impropriety of participating in networks with students. And even in their private lives, educators worried posting might jeopardize their jobs. Others felt that the sites are a distracting waste of time with too many opportunities for misuse. And there were concerns that poorer students wouldn't have equal access to the tools if teachers try to integrate social networking into their classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>General social networking sites, as well as education-focused sites, have emerged as powerful tools for teachers in the last several years. They combat the isolation of the classroom and can provide forward-thinking teachers with a community that shares their views. But challenges still remain with access to useful sites and in the lack of security teachers feel around trying out new strategies.\u003c/p>\n\n","blocks":[],"excerpt":"Social networking is hardly a new phenomenon, but teachers have come a long way in their use of sites like Facebook and Twitter. ","status":"publish","parent":0,"modified":1356026921,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":681},"headData":{"title":"For Advice, Ideas and Support, More Educators Seek Social Networks | KQED","description":"Social networking is hardly a new phenomenon, but teachers have come a long way in their use of sites like Facebook and Twitter. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Advice, Ideas and Support, More Educators Seek Social Networks","datePublished":"2012-12-20T17:32:44.000Z","dateModified":"2012-12-20T18:08:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"25863 http://blogs.kqed.org/mindshift/?p=25863","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/20/for-advice-ideas-and-support-more-educators-seek-social-networks/","disqusTitle":"For Advice, Ideas and Support, More Educators Seek Social Networks","path":"/mindshift/25863/for-advice-ideas-and-support-more-educators-seek-social-networks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25867\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/to-go-with-us-it-internet-ipo-facebook-a/\" rel=\"attachment wp-att-25867\">\u003cimg class=\"size-full wp-image-25867\" title=\"TO GO WITH US-IT-Internet-IPO-Facebook-A\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Facebook.jpg\" alt=\"\" width=\"620\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-400x213.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-320x170.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Ted Aljibe/Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Social networking is hardly a new phenomenon, but teachers have come a long way in their use of sites like Facebook and Twitter. These forms of communication and collaboration have become so common, it’s easy to forget that even a social networking heavyweight like Twitter only gained popularity in the last three or four years.\u003c/p>\n\u003cp>Results of a survey conducted by \u003ca href=\"http://www.mmseducation.com/\">MMS Education\u003c/a> show that between 2009 -- when the survey was last conducted -- and 2012, teachers have significantly increased their use of social networking for both personal and professional use. According to a\u003cem>\u003ca title=\"blocked::http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" href=\"http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" target=\"_blank\"> Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools 2012\u003c/a>\u003c/em>, the percentage of educators who replied that they were part of at least one social networking site went up from 61 percent in 2009 to 82 percent in 2012 -- a significant 34 percent gain.\u003c/p>\n\u003cp>It’s not too surprising that Facebook is still the most popular site, with 85 percent of respondents saying they are members, but educators also favor Google+, Twitter and Pinterest, a surprise write-in. Even more impressively, participation on education-focused sites, some of which didn't exist during the 2009 survey, has increased dramatically. The most popular is Edmodo with 27 percent, but more established sites like edWeb saw significant increases in participation as well.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback.”\u003c/p>\n\u003c/aside>\n\u003cp>While teachers understand how important social networking sites are to students' lives, most indicated that they haven’t been able to capitalize on that energy for the purposes of learning. Access to sites is still a huge problem; 47 percent of educators said they felt the rules were too restrictive for their students and even for themselves when at school.\u003c/p>\n\u003cp>“When educators do find value in an education-based site, they visit frequently,” said Susan Meell, CEO of MMS Education in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DE82894D\">webinar\u003c/a> explaining the survey results. Many educators reported getting a lot of use out of their interactions on social media sites, especially from free professional development and sharing ideas.\u003c!--more-->\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>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback,” explained Meell. Social networking is an easy and quick way to do both. It’s also a great way for teachers to broaden their ideas about teaching and to share new digital tools.\u003c/p>\n\u003cp>“It is so very important that we as teachers begin to use technology, as students are already 'equipped' with the mindset for technology,” wrote one teacher on the survey. Others noted that teachers need to be teaching digital citizenship and using web 2.0 tools to transform teaching and learning. And in a striking parallel to how online learning can bring out shy learners, many teachers noted how much they gain from interacting with other educators through participation on social networking sites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">What To Do If Your School Bans Useful Websites\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand the Right to Use Technology in Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>But teachers had concerns as well. Foremost on their minds was the potential impropriety of participating in networks with students. And even in their private lives, educators worried posting might jeopardize their jobs. Others felt that the sites are a distracting waste of time with too many opportunities for misuse. And there were concerns that poorer students wouldn't have equal access to the tools if teachers try to integrate social networking into their classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>General social networking sites, as well as education-focused sites, have emerged as powerful tools for teachers in the last several years. They combat the isolation of the classroom and can provide forward-thinking teachers with a community that shares their views. But challenges still remain with access to useful sites and in the lack of security teachers feel around trying out new strategies.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25863/for-advice-ideas-and-support-more-educators-seek-social-networks","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_508","mindshift_223"],"featImg":"mindshift_25867","label":"mindshift"},"mindshift_5166":{"type":"posts","id":"mindshift_5166","meta":{"index":"posts_1591205157","site":"mindshift","id":"5166","score":null,"sort":[1294784066000]},"guestAuthors":[],"slug":"8-social-media-sites-just-for-kids","title":"8 Social Media Sites Just for Kids ","publishDate":1294784066,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300907762,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":535},"headData":{"title":"8 Social Media Sites Just for Kids | KQED","description":"Flickr: P i c t u r e Y o u t h By Sara Bernard Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates. But kids under 13 don't have to be left out of the social media","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Social Media Sites Just for Kids ","datePublished":"2011-01-11T22:14:26.000Z","dateModified":"2011-03-23T19:16:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5166 http://blogs.kqed.org/mindshift/?p=5166","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/11/8-social-media-sites-just-for-kids/","disqusTitle":"8 Social Media Sites Just for Kids ","path":"/mindshift/5166/8-social-media-sites-just-for-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\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>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5166/8-social-media-sites-just-for-kids","authors":["4351"],"categories":["mindshift_195"],"tags":["mindshift_73","mindshift_31","mindshift_227","mindshift_226","mindshift_225","mindshift_30","mindshift_223"],"featImg":"mindshift_5449","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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