Are dress codes fair? How one middle school transformed its rules for what students wear
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How one middle school transformed its rules for what students wear","publishDate":1692095441,"format":"audio","headTitle":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1706031517,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_59540":{"type":"posts","id":"mindshift_59540","meta":{"index":"posts_1591205157","site":"mindshift","id":"59540","score":null,"sort":[1657174600000]},"guestAuthors":[],"slug":"pandemic-effect-more-fights-and-class-disruptions-new-data-show","title":"Pandemic effect: More fights and class disruptions, new data show","publishDate":1657174600,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/7/6/23197094/student-fights-classroom-disruptions-suspensions-discipline-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>About 1 in 3 school leaders noticed an uptick in student fights or physical attacks this past school year that they believed were brought on by the pandemic and its lingering effects, new federal data show.\u003c/p>\n\u003cp>In addition, more than half of school leaders reported an increase in classroom disruptions from student misconduct for the same reason.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener noreferrer\">The data\u003c/a>, gathered in May from surveys of nearly 850 public school leaders, mostly principals, is evidence that many schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">did see tensions rise\u003c/a> this past year as students nationwide returned to fully in-person learning. For many educators, the behavior challenges were a \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/19/22983067/covid-schools-toll-remote-teachers-students-absences-learning-loss-graduation-rates\" target=\"_blank\" rel=\"noopener noreferrer\">defining feature\u003c/a> of the school year — and complicated efforts to rebuild school communities and get students back on track academically.\u003c/p>\n\u003cp>Still, the responses were decidedly mixed. A sizable share of principals reported no change in these types of behavior. About 4 in 10 school leaders said the number of student fights remained about the same as in a typical year prior to the pandemic, while just under a third of school leaders saw about the same levels of classroom disruptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators say that some upticks \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">were to be expected\u003c/a>, as many students were dealing with heightened stress, isolation, and mental health needs this past year. Grief still permeates many students’ lives, too: An \u003ca class=\"Link\" href=\"https://www.covidcollaborative.us/initiatives/hidden-pain#the-report\" target=\"_blank\" rel=\"noopener noreferrer\">estimated\u003c/a> 200,000 children and teens in the U.S. have lost a parent or caregiver to COVID since the pandemic began.\u003c/p>\n\u003cp>“We knew kids were going to be carrying just ridiculous amounts of stress and trauma,” said Katy DeFerrari, the assistant superintendent of climate and culture for Jefferson County schools in Kentucky. “I don’t necessarily think that it was all manifesting in acting out in the classroom or aggressive behaviors. Kids were just generally trying to adjust back to school. I think they did that better than everyone thought they were going to do.”\u003c/p>\n\u003cp>The new national survey results are bolstered by behavior and discipline data obtained by Chalkbeat from 19 of the nation’s 30 largest school districts through open records requests and a review of publicly available documents.\u003c/p>\n\u003cp>The district data diverges, too. Several large districts reported an increase in student fights this past year, though the size varied from a significant spike to a small uptick.\u003c/p>\n\u003cp>Duval County schools in Florida, for example, reported a 47% increase in infractions for fighting compared with the 2018-19 school year — the last that was unaffected by the pandemic. In North Carolina, Charlotte-Mecklenburg schools saw student fights increase by 26% over the same time period. In Texas’ Northside school district, fights were up by 20%. In Florida’s Hillsborough County and Polk County, student fights increased by 17% this past year, compared with the year before the pandemic. (In Polk County’s case, that was with a month of school still to go.) Meanwhile, DeKalb County schools in Georgia saw about a 7% increase in fights over that same time.\u003c/p>\n\u003cp>But other districts saw fewer student fights. As of late April, Dallas and Houston schools had each seen a sharp 62% decline in fights compared with the 2018-19 school year. With two months of school left, student fights were down by more than half in Texas’ Cypress-Fairbanks school district over that same period. And student fights were down 42% over that time in Jefferson County, Kentucky, with a month of school to go.\u003c/p>\n\u003cp>In New York City, the nation’s largest school district, student altercations and fights were down 27% compared with the 2018-19 school year, with a month of school to go, officials said. Still, some schools struggled.\u003c/p>\n\u003cp>Robert Effinger, who teaches 10th grade history at a Bronx high school, said his school saw an increase in physical and verbal fights, though physical confrontations became less frequent as the year progressed. He thinks much of the early conflict stemmed from students trying to establish their place and social circles at the school after they were apart for so long.\u003c/p>\n\u003cp>In his eyes, a rise in students cutting class or arriving late was an even bigger issue. And there were other disruptions, too, like students yelling across a classroom. A big driver of that behavior, Effinger said, is that some students were struggling with their work.\u003c/p>\n\u003cp>“They don’t want to embarrass themselves, so they’ll act out,” he said. “That’s happened a decent amount this year.”\u003c/p>\n\u003cp>And though his school added a counselor this year, students often went without the mental health help they needed. “I referred a few students to counseling and there are no counseling slots,” Effinger said. “It’s like, what do we do?”\u003c/p>\n\u003cp>Ashley Lourenco, a rising 10th grader, estimated there were five fights this past year at her magnet high school in Newark, New Jersey, where altercations are typically rare. There was only one the prior year that she could recall. She also noticed students made jokes on social media that could be interpreted as threats, and her classmates seemed more on edge when they returned from remote learning.\u003c/p>\n\u003cp>“People are super stressed,” she said. “Mental health is a pretty prevalent issue among people I know.”\u003c/p>\n\u003cp>More comprehensive \u003ca class=\"Link\" href=\"https://nces.ed.gov/pubs2022/2022092.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national data\u003c/a> released last week shows that schools grew safer in many ways in the decade before the pandemic’s arrival, with students experiencing fewer incidents of crime and violence — except school shootings — between 2009 and 2019. Those figures fell further in 2020 as many students learned from home.\u003c/p>\n\u003cp>As some schools saw fights and disorder rise again this past year, they responded in different ways.\u003c/p>\n\u003cp>Some turned to removing students from school more frequently. Out-of-school suspensions in Northside schools were up by 15% this past school year, compared with the 2018-19 school year. Over the same period, out-of-school suspensions rose by 9% in Hillsborough County.\u003c/p>\n\u003cp>Elsewhere, suspensions fell despite an uptick in student misbehavior. Duval County, for example, issued 500 fewer suspensions this past school year compared with the 2018-19 school year, a drop of about 2%.\u003c/p>\n\u003cp>Suspensions were falling nationwide well before the pandemic began, as states and districts passed policies limiting their usage. Research has shown that Black students, especially, are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2017/11/28/21103816/as-national-debate-over-discipline-heats-up-new-study-finds-discrimination-in-student-suspensions\" target=\"_blank\" rel=\"noopener noreferrer\">disproportionately suspended\u003c/a> from school, and that suspensions can \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/8/23/21105547/suspensions-really-do-hurt-students-academically-new-studies-confirm-but-maybe-less-than-previously\" target=\"_blank\" rel=\"noopener noreferrer\">lower students’ test scores\u003c/a> and \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2018/7/10/21105328/do-suspensions-lead-to-higher-dropout-rates-and-other-academic-problems-in-new-york-city-the-answer\" target=\"_blank\" rel=\"noopener noreferrer\">reduce their chances of graduating\u003c/a>.\u003c/p>\n\u003cp>As an alternative, many schools turned to less punitive forms of discipline, such as having students talk out conflicts or attend counseling. Those strategies have been \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/6/24/23182154/restorative-justice-covid-nyc-school\" target=\"_blank\" rel=\"noopener noreferrer\">tested during the pandemic\u003c/a> and educators in some places have \u003ca class=\"Link\" href=\"https://thenevadaindependent.com/article/finger-pointing-over-school-violence-targets-restorative-justice-law\" target=\"_blank\" rel=\"noopener noreferrer\">called for a return to more punitive forms of discipline\u003c/a>.\u003c/p>\n\u003cp>Still, many districts continue to adhere to those practices.\u003c/p>\n\u003cp>DeFerrari, the Jefferson County official, said her district placed a greater emphasis this past year on making sure schools weren’t using suspension as a punishment when student misbehavior stemmed from trauma or because an adult had contributed to the situation with their own reaction.\u003c/p>\n\u003cp>The district also hired more behavior analysts who can be dispatched to schools to help figure out what’s causing a student to act out. The team grew from three to 10 last year, and will number 16 in the coming school year.\u003c/p>\n\u003cp>The district’s suspension rate dipped, and as of late April, officials had given out just under 15,000 suspensions, compared with just over 20,000 during the 2018-19 school year.\u003c/p>\n\u003cp>It’s about “really helping schools and administrators understand kids are not going to be able to interact with you if they are upset until they’re calmed down and de-escalated,” DeFerrari said. “If you can eliminate those small headaches — that is what gets people into trouble — then you eliminate problems.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Alex Zimmerman, Patrick Wall, and Matt Barnum contributed reporting. \u003c/i>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Educators noticed more disruptive behavior, but one teacher found that a lot of that behavior stemmed from students struggling with their work and acting out. ","status":"publish","parent":0,"modified":1657265665,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1373},"headData":{"title":"Pandemic effect: More fights and class disruptions, new data show - MindShift","description":"Educators noticed more disruptive behavior, but one teacher found that a lot of that behavior stemmed from students struggling with their work and acting out. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59540 https://ww2.kqed.org/mindshift/?p=59540","disqusUrl":"https://ww2.kqed.org/mindshift/2022/07/06/pandemic-effect-more-fights-and-class-disruptions-new-data-show/","disqusTitle":"Pandemic effect: More fights and class disruptions, new data show","nprByline":"Kalyn Belsha, \u003ca href=\"https://www.chalkbeat.org/2022/7/6/23197094/student-fights-classroom-disruptions-suspensions-discipline-pandemic\">Chalkbeat\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/7/6/23197094/student-fights-classroom-disruptions-suspensions-discipline-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>About 1 in 3 school leaders noticed an uptick in student fights or physical attacks this past school year that they believed were brought on by the pandemic and its lingering effects, new federal data show.\u003c/p>\n\u003cp>In addition, more than half of school leaders reported an increase in classroom disruptions from student misconduct for the same reason.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener noreferrer\">The data\u003c/a>, gathered in May from surveys of nearly 850 public school leaders, mostly principals, is evidence that many schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">did see tensions rise\u003c/a> this past year as students nationwide returned to fully in-person learning. For many educators, the behavior challenges were a \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/19/22983067/covid-schools-toll-remote-teachers-students-absences-learning-loss-graduation-rates\" target=\"_blank\" rel=\"noopener noreferrer\">defining feature\u003c/a> of the school year — and complicated efforts to rebuild school communities and get students back on track academically.\u003c/p>\n\u003cp>Still, the responses were decidedly mixed. A sizable share of principals reported no change in these types of behavior. About 4 in 10 school leaders said the number of student fights remained about the same as in a typical year prior to the pandemic, while just under a third of school leaders saw about the same levels of classroom disruptions.\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>Educators say that some upticks \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener noreferrer\">were to be expected\u003c/a>, as many students were dealing with heightened stress, isolation, and mental health needs this past year. Grief still permeates many students’ lives, too: An \u003ca class=\"Link\" href=\"https://www.covidcollaborative.us/initiatives/hidden-pain#the-report\" target=\"_blank\" rel=\"noopener noreferrer\">estimated\u003c/a> 200,000 children and teens in the U.S. have lost a parent or caregiver to COVID since the pandemic began.\u003c/p>\n\u003cp>“We knew kids were going to be carrying just ridiculous amounts of stress and trauma,” said Katy DeFerrari, the assistant superintendent of climate and culture for Jefferson County schools in Kentucky. “I don’t necessarily think that it was all manifesting in acting out in the classroom or aggressive behaviors. Kids were just generally trying to adjust back to school. I think they did that better than everyone thought they were going to do.”\u003c/p>\n\u003cp>The new national survey results are bolstered by behavior and discipline data obtained by Chalkbeat from 19 of the nation’s 30 largest school districts through open records requests and a review of publicly available documents.\u003c/p>\n\u003cp>The district data diverges, too. Several large districts reported an increase in student fights this past year, though the size varied from a significant spike to a small uptick.\u003c/p>\n\u003cp>Duval County schools in Florida, for example, reported a 47% increase in infractions for fighting compared with the 2018-19 school year — the last that was unaffected by the pandemic. In North Carolina, Charlotte-Mecklenburg schools saw student fights increase by 26% over the same time period. In Texas’ Northside school district, fights were up by 20%. In Florida’s Hillsborough County and Polk County, student fights increased by 17% this past year, compared with the year before the pandemic. (In Polk County’s case, that was with a month of school still to go.) Meanwhile, DeKalb County schools in Georgia saw about a 7% increase in fights over that same time.\u003c/p>\n\u003cp>But other districts saw fewer student fights. As of late April, Dallas and Houston schools had each seen a sharp 62% decline in fights compared with the 2018-19 school year. With two months of school left, student fights were down by more than half in Texas’ Cypress-Fairbanks school district over that same period. And student fights were down 42% over that time in Jefferson County, Kentucky, with a month of school to go.\u003c/p>\n\u003cp>In New York City, the nation’s largest school district, student altercations and fights were down 27% compared with the 2018-19 school year, with a month of school to go, officials said. Still, some schools struggled.\u003c/p>\n\u003cp>Robert Effinger, who teaches 10th grade history at a Bronx high school, said his school saw an increase in physical and verbal fights, though physical confrontations became less frequent as the year progressed. He thinks much of the early conflict stemmed from students trying to establish their place and social circles at the school after they were apart for so long.\u003c/p>\n\u003cp>In his eyes, a rise in students cutting class or arriving late was an even bigger issue. And there were other disruptions, too, like students yelling across a classroom. A big driver of that behavior, Effinger said, is that some students were struggling with their work.\u003c/p>\n\u003cp>“They don’t want to embarrass themselves, so they’ll act out,” he said. “That’s happened a decent amount this year.”\u003c/p>\n\u003cp>And though his school added a counselor this year, students often went without the mental health help they needed. “I referred a few students to counseling and there are no counseling slots,” Effinger said. “It’s like, what do we do?”\u003c/p>\n\u003cp>Ashley Lourenco, a rising 10th grader, estimated there were five fights this past year at her magnet high school in Newark, New Jersey, where altercations are typically rare. There was only one the prior year that she could recall. She also noticed students made jokes on social media that could be interpreted as threats, and her classmates seemed more on edge when they returned from remote learning.\u003c/p>\n\u003cp>“People are super stressed,” she said. “Mental health is a pretty prevalent issue among people I know.”\u003c/p>\n\u003cp>More comprehensive \u003ca class=\"Link\" href=\"https://nces.ed.gov/pubs2022/2022092.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national data\u003c/a> released last week shows that schools grew safer in many ways in the decade before the pandemic’s arrival, with students experiencing fewer incidents of crime and violence — except school shootings — between 2009 and 2019. Those figures fell further in 2020 as many students learned from home.\u003c/p>\n\u003cp>As some schools saw fights and disorder rise again this past year, they responded in different ways.\u003c/p>\n\u003cp>Some turned to removing students from school more frequently. Out-of-school suspensions in Northside schools were up by 15% this past school year, compared with the 2018-19 school year. Over the same period, out-of-school suspensions rose by 9% in Hillsborough County.\u003c/p>\n\u003cp>Elsewhere, suspensions fell despite an uptick in student misbehavior. Duval County, for example, issued 500 fewer suspensions this past school year compared with the 2018-19 school year, a drop of about 2%.\u003c/p>\n\u003cp>Suspensions were falling nationwide well before the pandemic began, as states and districts passed policies limiting their usage. Research has shown that Black students, especially, are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2017/11/28/21103816/as-national-debate-over-discipline-heats-up-new-study-finds-discrimination-in-student-suspensions\" target=\"_blank\" rel=\"noopener noreferrer\">disproportionately suspended\u003c/a> from school, and that suspensions can \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/8/23/21105547/suspensions-really-do-hurt-students-academically-new-studies-confirm-but-maybe-less-than-previously\" target=\"_blank\" rel=\"noopener noreferrer\">lower students’ test scores\u003c/a> and \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2018/7/10/21105328/do-suspensions-lead-to-higher-dropout-rates-and-other-academic-problems-in-new-york-city-the-answer\" target=\"_blank\" rel=\"noopener noreferrer\">reduce their chances of graduating\u003c/a>.\u003c/p>\n\u003cp>As an alternative, many schools turned to less punitive forms of discipline, such as having students talk out conflicts or attend counseling. Those strategies have been \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/6/24/23182154/restorative-justice-covid-nyc-school\" target=\"_blank\" rel=\"noopener noreferrer\">tested during the pandemic\u003c/a> and educators in some places have \u003ca class=\"Link\" href=\"https://thenevadaindependent.com/article/finger-pointing-over-school-violence-targets-restorative-justice-law\" target=\"_blank\" rel=\"noopener noreferrer\">called for a return to more punitive forms of discipline\u003c/a>.\u003c/p>\n\u003cp>Still, many districts continue to adhere to those practices.\u003c/p>\n\u003cp>DeFerrari, the Jefferson County official, said her district placed a greater emphasis this past year on making sure schools weren’t using suspension as a punishment when student misbehavior stemmed from trauma or because an adult had contributed to the situation with their own reaction.\u003c/p>\n\u003cp>The district also hired more behavior analysts who can be dispatched to schools to help figure out what’s causing a student to act out. The team grew from three to 10 last year, and will number 16 in the coming school year.\u003c/p>\n\u003cp>The district’s suspension rate dipped, and as of late April, officials had given out just under 15,000 suspensions, compared with just over 20,000 during the 2018-19 school year.\u003c/p>\n\u003cp>It’s about “really helping schools and administrators understand kids are not going to be able to interact with you if they are upset until they’re calmed down and de-escalated,” DeFerrari said. “If you can eliminate those small headaches — that is what gets people into trouble — then you eliminate problems.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Alex Zimmerman, Patrick Wall, and Matt Barnum contributed reporting. \u003c/i>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show","authors":["byline_mindshift_59540"],"categories":["mindshift_194"],"tags":["mindshift_21198","mindshift_21343","mindshift_20865","mindshift_21208","mindshift_20795"],"featImg":"mindshift_59542","label":"mindshift"},"mindshift_49558":{"type":"posts","id":"mindshift_49558","meta":{"index":"posts_1591205157","site":"mindshift","id":"49558","score":null,"sort":[1520839981000]},"guestAuthors":[],"slug":"a-deeper-look-at-the-whole-school-approach-to-behavior","title":"A Deeper Look at the Whole School Approach to Behavior","publishDate":1520839981,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the \"push-in\" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","status":"publish","parent":0,"modified":1602948058,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2511},"headData":{"title":"A Deeper Look at the Whole School Approach to Behavior - MindShift","description":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the "push-in" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49558 https://ww2.kqed.org/mindshift/?p=49558","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/12/a-deeper-look-at-the-whole-school-approach-to-behavior/","disqusTitle":"A Deeper Look at the Whole School Approach to Behavior","path":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_20952","mindshift_256","mindshift_20793","mindshift_20795"],"featImg":"mindshift_50731","label":"mindshift"},"mindshift_38745":{"type":"posts","id":"mindshift_38745","meta":{"index":"posts_1591205157","site":"mindshift","id":"38745","score":null,"sort":[1418824682000]},"guestAuthors":[],"slug":"alternative-to-school-suspension-explored-with-restorative-justice","title":"Alternative to School Suspension Explored Through Restorative Justice ","publishDate":1418824682,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38746\" class=\"wp-caption alignnone\" style=\"max-width: 1120px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg\" alt=\"A restorative justice circle at Edna Brewer Middle School in Oakland, Calif. (Sam Pasarow/Edna Brewer Middle School) \" width=\"1120\" height=\"672\" class=\"size-full wp-image-38746\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg 1120w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-800x480.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-320x192.jpg 320w\" sizes=\"(max-width: 1120px) 100vw, 1120px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A restorative justice circle at Edna Brewer Middle School in Oakland, Calif.\u003cbr>(Sam Pasarow/Edna Brewer Middle School)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/17/347383068/an-alternative-to-suspension-and-expulsion-circle-up\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>One by one, in a room just off the gym floor at Edna Brewer Middle School in Oakland, Calif., seventh graders go on the interview hot seat.\u003c/p>\n\u003cp>Kyle McClerkins grills them on aspects of adolescent life:\u003c/p>\n\u003cp>\"What is the biggest challenge for middle school girls?\" he asks. \"What has changed about you from sixth grade to now?\"\u003c/p>\n\u003cp>Some 80 students have applied to be \"peer leaders\" in this school's new, alternative discipline program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Called \"restorative justice\" this school and the Oakland Unified School District are at the forefront of a new approach to school misconduct and discipline. Instead of suspending or expelling students who get into fights or act out, restorative justice seeks to resolve conflicts and build school community through talking and group dialogue.\u003c/p>\n\u003cp>Its proponents say it could be an answer to the cycle of disruption and suspension, especially in minority communities where expulsion rates are higher than in predominantly white schools.\u003c/p>\n\u003cp>Oakland Unified, one of California's largest districts, has been a national leader in expanding Restorative Justice. The district is one-third African American and more than 70 percent low-income. The programs expanded after a federal civil rights agreement in 2012 to reduce school discipline inequity for African-American students.\u003c/p>\n\u003cp>[contextly_sidebar id=\"qNprZo5SscHQ4emeW1kU4mxrya7DVvyS\"]\u003c/p>\n\u003cp>At Edna Brewer Middle School the fact that students are taking the lead — that so many want to be part of this effort — shows that it's starting to take root. \u003cbr>\"Instead of throwing a punch, they're asking for a circle, they're backing off and asking to mediate it peacefully with words,\" says Ta-Biti Gibson, the school's restorative justice co-director. \"And that's a great thing.\"\u003c/p>\n\u003cp>Last school year — the program's first year – Gibson says kids weren't ready to talk things out. \"Last year there was a lot of different conflicts, a lot of fights.\"\u003c/p>\n\u003cp>This year, he says, they're more willing to \"circle up.\"\u003c/p>\n\u003cp>The school tried this alternative discipline approach a few years ago. But problems with teacher buy-in, training and turnover killed it before it got off the ground.\u003c/p>\n\u003cp>And it's still a big work in progress, says Principal Sam Pasarow. \"I believe our staff is struggling with restorative justice because they might feel at times a consequence didn't come down on a student when it should have.\"\u003c/p>\n\u003cp>District wide, Oakland says the approach is working. The district says new, as-yet unpublished research shows the percentage of students suspended at schools that have fully adopted the program has dropped by half, from 34 percent in 2011-12 to just 14 percent in the following two years.\u003c/p>\n\u003cp>They say the data show chronic absence is down dramatically and graduation rates are up at restorative-justice schools, and that at two sites last year the disproportionate discipline of African-American students was eliminated.\u003c/p>\n\u003cp>Several other urban districts are trying some version of the approach, among them Chicago; Minneapolis; Palm Beach County, Fla., and Denver.\u003c/p>\n\u003cp>But there is no real agreement, yet, on how best to implement these kinds of programs, says Trevor Fronius, who's researching the trend with WestEd, a national nonprofit education research and development agency.\u003c/p>\n\u003cp>\"Most programs involve dialogue and some form of talking circle,\" he says. \"But there are a wide variety of types, and there's no consensus yet on best practices.\"\u003c/p>\n\u003cp>Fronius adds that it's not clear that anyone is tracking just how many U.S. school districts are doing restorative justice \"in a serious way.\"\u003c/p>\n\u003cp>\u003cstrong>Teacher Concerns\u003c/strong>\u003c/p>\n\u003cp>At Edna Brewer, Principal Pasarow says he's trying to work with the handful of remaining teachers who have yet to embrace the approach: those who think it's not their job to lead talking circles when kids misbehave.\u003c/p>\n\u003cfigure id=\"attachment_38748\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/objects-edited_custom-5a0e083c0d5487de3c47455568429da0331eb3ec.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/objects-edited_custom-5a0e083c0d5487de3c47455568429da0331eb3ec.jpg\" alt=\"Objects that represent concepts and ideas are placed on a mat in the middle of the circle. (Sam Pasarow, Edna Brewer Middle School)\" width=\"200\" height=\"120\" class=\"size-full wp-image-38748\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Objects that represent concepts and ideas are placed on a mat in the middle of the circle.\u003cbr>(Sam Pasarow, Edna Brewer Middle School)\u003c/figcaption>\u003c/figure>\n\u003cp>Some teachers, he says, have told him, \"'I don't know how to teach circle and I don't know how to have deep conversations about my feelings and emotions with students.' Pasarow adds that he understands the concern and thinks it's a valid one, but points out that the program \"is not group therapy, it's community building. \"\u003c/p>\n\u003cp>But some critics say it is pretty close to group therapy ... and worry that some kids might think they can rig the system and get away with behaving badly if they talk about their feelings.\u003c/p>\n\u003cp>Teachers \"have to be comfortable with being uncomfortable\" to make it work, McClerkins says.\u003c/p>\n\u003cp>Students here say the 'harm circle' talks do come with consequences – that's the restorative part – including school community service, apologies, public acknowledgement of their bad behavior — and more.\u003c/p>\n\u003cp>At lunchtime, I asked some students if they'd seen any difference this year in terms of school culture, discipline and community.\u003c/p>\n\u003cp>\"They're not as judgmental,\" 13-year-old Kweko Power says of her classmates.\u003c/p>\n\u003cp>Her friend Eva Jones, 12, agrees. She says there have been fewer hurtful rumors, gossip, and fights. \"It seems easier now to, like, make friends with people because people are less angry and defensive. It's just way easier,\" she says.\u003c/p>\n\u003cp>Last year, \"there was like a lot of fights, like every other week there was a fight. And now there's like a fight once per year. \"\u003c/p>\n\u003cp>Well ... not quite.\u003c/p>\n\u003cp>About a half hour later, I hear some yelling. In the gym, pushing and verbal sparring has descended into a full-blown fist fight between a 7th grade boy and an 8th grade girl.\u003c/p>\n\u003cp>The program's director McClerkins has pinned the boy to the gym floor.\u003c/p>\n\u003cp>After the students are pulled apart and people calm down, the restorative justice process kicks in.\u003c/p>\n\u003cp>After a weekend \"cooling off\" time, the school schedules what they call a \"harm circle.\" Both of the students — an eighth-grade girl, Briona, and a seventh-grade boy, Rodney — must attend. The school has asked us not to use their full names.\u003c/p>\n\u003cp>At first blush the circle session looks a little California flaky: teachers, parents and the students sit in a circle of desks. On a small stand in the middle sit a rock, feather, candle and water jar — representing earth, air, fire and water.\u003c/p>\n\u003cp>Rodney's mom, Tozma, sets the tone early on.\u003c/p>\n\u003cp>\"I be worried about Rodney,\" she tells the group. \"He's tall for his age and a lot of stuff happens to black boys. And I try to get that across to him.\"\u003c/p>\n\u003cp>Tozma is raising her son on her own, and tells the circle that she's deeply worried about where he's headed. He has an anger problem, she says, and she's tried to get him counseling.\u003c/p>\n\u003cp>\"Talk to Rodney like he your own son,\" she says. \"I'm not the kind of parent who's gonna argue with you about chastising my son because I want him to be here. I don't want him to be in jail.\"\u003c/p>\n\u003cp>Then Briona's mom, Marshae, looks at Rodney and with a mix of gentle reprimand and warning, talks about her own son.\u003c/p>\n\u003cp>\"He used to go to counseling and they'd say, 'Oh, he's angry.' But he knew you don't hit a female.\" Her son was an athlete in track and football, but now, \"he's in jail,\" she says. \"He just turned 18 in jail. You don't want to go there,\" Marshae says.\u003c/p>\n\u003cp>This kind of communication is central to alternative discipline. Here are two mothers sharing fear and worry about raising kids through hard times in a tough neighborhood. \u003c/p>\n\u003cp>It's not a 'he said she said' breakdown of a fight. The hope is that dialogue builds trust and community and reduces the need for suspensions and expulsions.\u003c/p>\n\u003cp>McClerkins tells the students, who are both African-American, \"you already have a lot against you and it has nothing to do with what you've done good or bad. There is wisdom in this circle that can help you navigate this. Stay close to it as you get older and listen. Really listen.\"\u003c/p>\n\u003cp>Eventually, the circle does get around to the fight on Friday and who did what.\u003c/p>\n\u003cp>Rodney shows some remorse with a whispered apology. But his mom is not satisfied and wants to know what's going to change. \u003c/p>\n\u003cp>\"What do you plan on doing to make sure these kinds of incidents don't happen again?\" she asks.\u003c/p>\n\u003cp> Rodney pauses. He thinks for a moment and answers in a quiet voice. \"Like, I don't play with people and stuff, I won't horseplay and stuff like that.\" \u003c/p>\n\u003cp>Then Briona admits she helped instigate by yanking his backpack and teasing.\u003c/p>\n\u003cp>The school's restorative justice co-director Ta-Biti Gibson reminds Briona, who runs track, how much she's improved this year in sports and in class. \"I think about your future,\" he says, \"I talk with you about college.\"\u003c/p>\n\u003cp>Her mother tells her to \"really learn from this\" and \"pick your battles.\"\u003c/p>\n\u003cp>It's agreed as a group that the two students will have to write and post anti-bullying posters and do after-school service. And they'll have to do joint morning announcements offering tips on how students can get along better. \u003c/p>\n\u003cp>Rodney's mom ends the meeting by thanking the group. \"He really don't have a man voice at home,\" she says, \"so I appreciate everybody. And just keep working with my child. \"\u003c/p>\n\u003cp>Rodney responds, too. \"I appreciate my mom for not giving up on me.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As the circle breaks up the Briona's father, Al, tells Rodney: \"I can tell your mom will never give up on you.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=An+Alternative+To+Suspension+And+Expulsion%3A+%27Circle+Up%21%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Having stakeholders talk out incidents that would otherwise lead to school suspension is part of the effort to rethink school discipline.","status":"publish","parent":0,"modified":1418843832,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":58,"wordCount":1662},"headData":{"title":"Alternative to School Suspension Explored Through Restorative Justice | KQED","description":"Having stakeholders talk out incidents that would otherwise lead to school suspension is part of the effort to rethink school discipline.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38745 http://blogs.kqed.org/mindshift/?p=38745","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/","disqusTitle":"Alternative to School Suspension Explored Through Restorative Justice ","nprByline":"Eric Westervelt","nprStoryId":"347383068","nprApiLink":"http://api.npr.org/query?id=347383068&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/12/17/347383068/an-alternative-to-suspension-and-expulsion-circle-up?ft=3&f=347383068","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Dec 2014 07:53:00 -0500","nprStoryDate":"Wed, 17 Dec 2014 03:42:00 -0500","nprLastModifiedDate":"Wed, 17 Dec 2014 05:21:14 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/12/20141217_me_an_alternative_to_suspension_and_expulsion_circle_up.mp3?orgId=1&topicId=1013&ft=3&f=347383068","nprAudioM3u":"http://api.npr.org/m3u/1371364808-900b60.m3u?orgId=1&topicId=1013&ft=3&f=347383068","path":"/mindshift/38745/alternative-to-school-suspension-explored-with-restorative-justice","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/12/20141217_me_an_alternative_to_suspension_and_expulsion_circle_up.mp3?orgId=1&topicId=1013&ft=3&f=347383068","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38746\" class=\"wp-caption alignnone\" style=\"max-width: 1120px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg\" alt=\"A restorative justice circle at Edna Brewer Middle School in Oakland, Calif. (Sam Pasarow/Edna Brewer Middle School) \" width=\"1120\" height=\"672\" class=\"size-full wp-image-38746\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf.jpg 1120w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-800x480.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/circle-edited_custom-4d8b605d216945d1788b8082e7d9440e43573cbf-320x192.jpg 320w\" sizes=\"(max-width: 1120px) 100vw, 1120px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A restorative justice circle at Edna Brewer Middle School in Oakland, Calif.\u003cbr>(Sam Pasarow/Edna Brewer Middle School)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/17/347383068/an-alternative-to-suspension-and-expulsion-circle-up\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>One by one, in a room just off the gym floor at Edna Brewer Middle School in Oakland, Calif., seventh graders go on the interview hot seat.\u003c/p>\n\u003cp>Kyle McClerkins grills them on aspects of adolescent life:\u003c/p>\n\u003cp>\"What is the biggest challenge for middle school girls?\" he asks. \"What has changed about you from sixth grade to now?\"\u003c/p>\n\u003cp>Some 80 students have applied to be \"peer leaders\" in this school's new, alternative discipline program.\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>Called \"restorative justice\" this school and the Oakland Unified School District are at the forefront of a new approach to school misconduct and discipline. Instead of suspending or expelling students who get into fights or act out, restorative justice seeks to resolve conflicts and build school community through talking and group dialogue.\u003c/p>\n\u003cp>Its proponents say it could be an answer to the cycle of disruption and suspension, especially in minority communities where expulsion rates are higher than in predominantly white schools.\u003c/p>\n\u003cp>Oakland Unified, one of California's largest districts, has been a national leader in expanding Restorative Justice. The district is one-third African American and more than 70 percent low-income. The programs expanded after a federal civil rights agreement in 2012 to reduce school discipline inequity for African-American students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At Edna Brewer Middle School the fact that students are taking the lead — that so many want to be part of this effort — shows that it's starting to take root. \u003cbr>\"Instead of throwing a punch, they're asking for a circle, they're backing off and asking to mediate it peacefully with words,\" says Ta-Biti Gibson, the school's restorative justice co-director. \"And that's a great thing.\"\u003c/p>\n\u003cp>Last school year — the program's first year – Gibson says kids weren't ready to talk things out. \"Last year there was a lot of different conflicts, a lot of fights.\"\u003c/p>\n\u003cp>This year, he says, they're more willing to \"circle up.\"\u003c/p>\n\u003cp>The school tried this alternative discipline approach a few years ago. But problems with teacher buy-in, training and turnover killed it before it got off the ground.\u003c/p>\n\u003cp>And it's still a big work in progress, says Principal Sam Pasarow. \"I believe our staff is struggling with restorative justice because they might feel at times a consequence didn't come down on a student when it should have.\"\u003c/p>\n\u003cp>District wide, Oakland says the approach is working. The district says new, as-yet unpublished research shows the percentage of students suspended at schools that have fully adopted the program has dropped by half, from 34 percent in 2011-12 to just 14 percent in the following two years.\u003c/p>\n\u003cp>They say the data show chronic absence is down dramatically and graduation rates are up at restorative-justice schools, and that at two sites last year the disproportionate discipline of African-American students was eliminated.\u003c/p>\n\u003cp>Several other urban districts are trying some version of the approach, among them Chicago; Minneapolis; Palm Beach County, Fla., and Denver.\u003c/p>\n\u003cp>But there is no real agreement, yet, on how best to implement these kinds of programs, says Trevor Fronius, who's researching the trend with WestEd, a national nonprofit education research and development agency.\u003c/p>\n\u003cp>\"Most programs involve dialogue and some form of talking circle,\" he says. \"But there are a wide variety of types, and there's no consensus yet on best practices.\"\u003c/p>\n\u003cp>Fronius adds that it's not clear that anyone is tracking just how many U.S. school districts are doing restorative justice \"in a serious way.\"\u003c/p>\n\u003cp>\u003cstrong>Teacher Concerns\u003c/strong>\u003c/p>\n\u003cp>At Edna Brewer, Principal Pasarow says he's trying to work with the handful of remaining teachers who have yet to embrace the approach: those who think it's not their job to lead talking circles when kids misbehave.\u003c/p>\n\u003cfigure id=\"attachment_38748\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/objects-edited_custom-5a0e083c0d5487de3c47455568429da0331eb3ec.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/objects-edited_custom-5a0e083c0d5487de3c47455568429da0331eb3ec.jpg\" alt=\"Objects that represent concepts and ideas are placed on a mat in the middle of the circle. (Sam Pasarow, Edna Brewer Middle School)\" width=\"200\" height=\"120\" class=\"size-full wp-image-38748\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Objects that represent concepts and ideas are placed on a mat in the middle of the circle.\u003cbr>(Sam Pasarow, Edna Brewer Middle School)\u003c/figcaption>\u003c/figure>\n\u003cp>Some teachers, he says, have told him, \"'I don't know how to teach circle and I don't know how to have deep conversations about my feelings and emotions with students.' Pasarow adds that he understands the concern and thinks it's a valid one, but points out that the program \"is not group therapy, it's community building. \"\u003c/p>\n\u003cp>But some critics say it is pretty close to group therapy ... and worry that some kids might think they can rig the system and get away with behaving badly if they talk about their feelings.\u003c/p>\n\u003cp>Teachers \"have to be comfortable with being uncomfortable\" to make it work, McClerkins says.\u003c/p>\n\u003cp>Students here say the 'harm circle' talks do come with consequences – that's the restorative part – including school community service, apologies, public acknowledgement of their bad behavior — and more.\u003c/p>\n\u003cp>At lunchtime, I asked some students if they'd seen any difference this year in terms of school culture, discipline and community.\u003c/p>\n\u003cp>\"They're not as judgmental,\" 13-year-old Kweko Power says of her classmates.\u003c/p>\n\u003cp>Her friend Eva Jones, 12, agrees. She says there have been fewer hurtful rumors, gossip, and fights. \"It seems easier now to, like, make friends with people because people are less angry and defensive. It's just way easier,\" she says.\u003c/p>\n\u003cp>Last year, \"there was like a lot of fights, like every other week there was a fight. And now there's like a fight once per year. \"\u003c/p>\n\u003cp>Well ... not quite.\u003c/p>\n\u003cp>About a half hour later, I hear some yelling. In the gym, pushing and verbal sparring has descended into a full-blown fist fight between a 7th grade boy and an 8th grade girl.\u003c/p>\n\u003cp>The program's director McClerkins has pinned the boy to the gym floor.\u003c/p>\n\u003cp>After the students are pulled apart and people calm down, the restorative justice process kicks in.\u003c/p>\n\u003cp>After a weekend \"cooling off\" time, the school schedules what they call a \"harm circle.\" Both of the students — an eighth-grade girl, Briona, and a seventh-grade boy, Rodney — must attend. The school has asked us not to use their full names.\u003c/p>\n\u003cp>At first blush the circle session looks a little California flaky: teachers, parents and the students sit in a circle of desks. On a small stand in the middle sit a rock, feather, candle and water jar — representing earth, air, fire and water.\u003c/p>\n\u003cp>Rodney's mom, Tozma, sets the tone early on.\u003c/p>\n\u003cp>\"I be worried about Rodney,\" she tells the group. \"He's tall for his age and a lot of stuff happens to black boys. And I try to get that across to him.\"\u003c/p>\n\u003cp>Tozma is raising her son on her own, and tells the circle that she's deeply worried about where he's headed. He has an anger problem, she says, and she's tried to get him counseling.\u003c/p>\n\u003cp>\"Talk to Rodney like he your own son,\" she says. \"I'm not the kind of parent who's gonna argue with you about chastising my son because I want him to be here. I don't want him to be in jail.\"\u003c/p>\n\u003cp>Then Briona's mom, Marshae, looks at Rodney and with a mix of gentle reprimand and warning, talks about her own son.\u003c/p>\n\u003cp>\"He used to go to counseling and they'd say, 'Oh, he's angry.' But he knew you don't hit a female.\" Her son was an athlete in track and football, but now, \"he's in jail,\" she says. \"He just turned 18 in jail. You don't want to go there,\" Marshae says.\u003c/p>\n\u003cp>This kind of communication is central to alternative discipline. Here are two mothers sharing fear and worry about raising kids through hard times in a tough neighborhood. \u003c/p>\n\u003cp>It's not a 'he said she said' breakdown of a fight. The hope is that dialogue builds trust and community and reduces the need for suspensions and expulsions.\u003c/p>\n\u003cp>McClerkins tells the students, who are both African-American, \"you already have a lot against you and it has nothing to do with what you've done good or bad. There is wisdom in this circle that can help you navigate this. Stay close to it as you get older and listen. Really listen.\"\u003c/p>\n\u003cp>Eventually, the circle does get around to the fight on Friday and who did what.\u003c/p>\n\u003cp>Rodney shows some remorse with a whispered apology. But his mom is not satisfied and wants to know what's going to change. \u003c/p>\n\u003cp>\"What do you plan on doing to make sure these kinds of incidents don't happen again?\" she asks.\u003c/p>\n\u003cp> Rodney pauses. He thinks for a moment and answers in a quiet voice. \"Like, I don't play with people and stuff, I won't horseplay and stuff like that.\" \u003c/p>\n\u003cp>Then Briona admits she helped instigate by yanking his backpack and teasing.\u003c/p>\n\u003cp>The school's restorative justice co-director Ta-Biti Gibson reminds Briona, who runs track, how much she's improved this year in sports and in class. \"I think about your future,\" he says, \"I talk with you about college.\"\u003c/p>\n\u003cp>Her mother tells her to \"really learn from this\" and \"pick your battles.\"\u003c/p>\n\u003cp>It's agreed as a group that the two students will have to write and post anti-bullying posters and do after-school service. And they'll have to do joint morning announcements offering tips on how students can get along better. \u003c/p>\n\u003cp>Rodney's mom ends the meeting by thanking the group. \"He really don't have a man voice at home,\" she says, \"so I appreciate everybody. And just keep working with my child. \"\u003c/p>\n\u003cp>Rodney responds, too. \"I appreciate my mom for not giving up on me.\"\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>As the circle breaks up the Briona's father, Al, tells Rodney: \"I can tell your mom will never give up on you.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=An+Alternative+To+Suspension+And+Expulsion%3A+%27Circle+Up%21%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38745/alternative-to-school-suspension-explored-with-restorative-justice","authors":["byline_mindshift_38745"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_20793","mindshift_20795"],"featImg":"mindshift_38746","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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