3 Things We Get Wrong in Responding to Child Grief — And How to Do Better
What to say to kids about school shootings to ease their stress
5 Strategies for developing a school-wide culture of healing
COVID deaths leave thousands of U.S. kids grieving for their parents or primary caregivers
These Students Grew Up Around Gun Violence. They Decided It Was Time To Talk About It.
Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It
Positive Childhood Experiences May Buffer Against Health Effects Of Adverse Ones
Strategies Schools Can Use To Become More Trauma-Informed
Playing Teen Sports May Protect From Some Damages Of Childhood Trauma
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One of the less visible effects of the pandemic is the number of grieving students now populating American schools. \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/initiatives/hidden-pain\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">More than 200,000 children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under 18 lost a parent or in-home caregiver to coronavirus, according to COVID Collaborative, a coalition of experts in education, the economy and health that released \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/assets/uploads/img/HIDDEN-PAIN-FINAL.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the subject last December.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kids, along with those who lost other relatives, are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">carrying their grief with them into classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unacknowledged and unaddressed, it can hurt their ability to learn and engage with school. But most adults in schools aren’t specifically trained to respond to child grief. School counselor \u003ca href=\"https://twitter.com/g28nelson\" target=\"_blank\" rel=\"noopener noreferrer\">Gen Nelson\u003c/a> said that’s what led her to current work supporting grieving kids and raising awareness about their needs. In her first year working at a middle school, she had a high number of students who’d experienced the death of a parent or sibling. “I didn’t have much for resources, but I knew I needed to do something to help them,” she told MindShift. She started a grief group for the students and began educating herself. As she learned more, she presented at conferences and ran more grief groups. This past summer she left her school counseling job to become the program director at the \u003c/span>\u003ca href=\"https://lostandfoundozarks.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Lost & Found Grief Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Springfield, Missouri. At the American School Counselors Association national conference in July, she discussed some of the things we get wrong in responding to child grief and how we can better help students navigate the challenges of loss.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">1. Using vague language\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“His aunt died.” “Her father is dead.” Nelson said adults need to get comfortable using direct language when discussing death. Vague terms, such as “passed away” and “lost,” can confuse young children and layer unnecessary fears onto their grief. “Sometimes it feels harsh to use the word ‘died’ or ‘dead,’ but it’s important to use those concrete terms,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson also said to eliminate the phrase “committed suicide,” which connotes crime or sin and can create shame for family members. “It doesn’t seem like a big deal, but I’ve had many, many, many conversations with teens who have been left behind by a parent that died by suicide. And that word matters,” Nelson said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">2. Trying to fix it\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s natural to want to fix or solve a problem when we see a young person in pain, especially for adults who have devoted their careers to helping kids. But there’s no solution to the loss of a loved one. “There is no fix. You just have to bear witness,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attempting to fix grief often can come in the form of well-meaning platitudes. When Nelson asks bereaved students what things people have said that bothered them, the most common responses include sentiments like, “It’s going to be okay,” “Everything happens for a reason,” and “They’re in a better place now.” These messages are invalidating, Nelson said, because “the implied second half of the sentence is, ‘So stop feeling so bad.’” When she asks kids what did feel helpful, the responses are straightforward: Someone who was present. Someone who let them cry. Someone who saw their pain and made space for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to listening, teachers can make space for grief by allowing flexibility in how those students complete assignments, Nelson said. And they can encourage students to reach out when they’re having tough days and need more grace or care.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">3. Avoiding discussions about loss\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with other grown-ups, adults in the U.S. tend to be uncomfortable or clumsy when acknowledging someone else’s grief. “It’s very difficult for us to sit and be truly empathetic with someone in grief,” Nelson said. “That’s what’s needed, but it’s very difficult because it makes it feel too close to us.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how to talk about it? Ask questions about the person who died. Say their name. Be cognizant of major life events, including holidays, birthdays and death anniversaries. Check in with students at those times. “For someone who is grieving, it is a gift to hear their loved one’s name and memories aloud,” Nelson said. Remember that loss still hurts after the first anniversary, and healing isn’t linear. Teachers should avoid assignments and events focused specifically around a mother or father role, as that can “trigger a fresh wave of grief for students,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make space for grief and the sharing of memories, but also recognize — and teach students — that there’s no right way to grieve or to feel. Some kids may be angry. Some may be sad. Some kids may have had a complicated relationship with the person who died. “Grief doesn’t mean that you’re just glamorizing the person that died and everything’s wonderful and they were just the best person ever. Maybe they weren’t. And that’s okay. We have to honor that,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson told MindShift that teachers and school counselors can work together to support bereaved students by keeping an open line of communication. Teachers can have eyes and ears in places counselors can’t be, she said. Counselors, in turn, “can help teachers know when certain triggering dates or events happen so teachers can treat the student with the extra level of care they may need.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educators can support students whose parents died from coronavirus by creating space to talk about loss.","status":"publish","parent":0,"modified":1713290725,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1006},"headData":{"title":"3 Things We Get Wrong in Responding to Child Grief — And How to Do Better | KQED","description":"Over 200,000 students lost a caregiver to COVID-19. Bereaved students don't need adults to "fix" their grief, but they do need someone to listen to them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Over 200,000 students lost a caregiver to COVID-19. Bereaved students don't need adults to "fix" their grief, but they do need someone to listen to them.","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Things We Get Wrong in Responding to Child Grief — And How to Do Better","datePublished":"2022-12-05T10:30:23.000Z","dateModified":"2024-04-16T18:05:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to rattle off the visible effects the covid-19 pandemic has had on schools, starting with school closures in 2020 and continuing through mask debates, teacher burnout and ongoing behavioral challenges. One of the less visible effects of the pandemic is the number of grieving students now populating American schools. \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/initiatives/hidden-pain\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">More than 200,000 children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under 18 lost a parent or in-home caregiver to coronavirus, according to COVID Collaborative, a coalition of experts in education, the economy and health that released \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/assets/uploads/img/HIDDEN-PAIN-FINAL.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the subject last December.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kids, along with those who lost other relatives, are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">carrying their grief with them into classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unacknowledged and unaddressed, it can hurt their ability to learn and engage with school. But most adults in schools aren’t specifically trained to respond to child grief. School counselor \u003ca href=\"https://twitter.com/g28nelson\" target=\"_blank\" rel=\"noopener noreferrer\">Gen Nelson\u003c/a> said that’s what led her to current work supporting grieving kids and raising awareness about their needs. In her first year working at a middle school, she had a high number of students who’d experienced the death of a parent or sibling. “I didn’t have much for resources, but I knew I needed to do something to help them,” she told MindShift. She started a grief group for the students and began educating herself. As she learned more, she presented at conferences and ran more grief groups. This past summer she left her school counseling job to become the program director at the \u003c/span>\u003ca href=\"https://lostandfoundozarks.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Lost & Found Grief Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Springfield, Missouri. At the American School Counselors Association national conference in July, she discussed some of the things we get wrong in responding to child grief and how we can better help students navigate the challenges of loss.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">1. Using vague language\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“His aunt died.” “Her father is dead.” Nelson said adults need to get comfortable using direct language when discussing death. Vague terms, such as “passed away” and “lost,” can confuse young children and layer unnecessary fears onto their grief. “Sometimes it feels harsh to use the word ‘died’ or ‘dead,’ but it’s important to use those concrete terms,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson also said to eliminate the phrase “committed suicide,” which connotes crime or sin and can create shame for family members. “It doesn’t seem like a big deal, but I’ve had many, many, many conversations with teens who have been left behind by a parent that died by suicide. And that word matters,” Nelson said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">2. Trying to fix it\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s natural to want to fix or solve a problem when we see a young person in pain, especially for adults who have devoted their careers to helping kids. But there’s no solution to the loss of a loved one. “There is no fix. You just have to bear witness,” Nelson 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\">Attempting to fix grief often can come in the form of well-meaning platitudes. When Nelson asks bereaved students what things people have said that bothered them, the most common responses include sentiments like, “It’s going to be okay,” “Everything happens for a reason,” and “They’re in a better place now.” These messages are invalidating, Nelson said, because “the implied second half of the sentence is, ‘So stop feeling so bad.’” When she asks kids what did feel helpful, the responses are straightforward: Someone who was present. Someone who let them cry. Someone who saw their pain and made space for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to listening, teachers can make space for grief by allowing flexibility in how those students complete assignments, Nelson said. And they can encourage students to reach out when they’re having tough days and need more grace or care.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">3. Avoiding discussions about loss\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with other grown-ups, adults in the U.S. tend to be uncomfortable or clumsy when acknowledging someone else’s grief. “It’s very difficult for us to sit and be truly empathetic with someone in grief,” Nelson said. “That’s what’s needed, but it’s very difficult because it makes it feel too close to us.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how to talk about it? Ask questions about the person who died. Say their name. Be cognizant of major life events, including holidays, birthdays and death anniversaries. Check in with students at those times. “For someone who is grieving, it is a gift to hear their loved one’s name and memories aloud,” Nelson said. Remember that loss still hurts after the first anniversary, and healing isn’t linear. Teachers should avoid assignments and events focused specifically around a mother or father role, as that can “trigger a fresh wave of grief for students,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make space for grief and the sharing of memories, but also recognize — and teach students — that there’s no right way to grieve or to feel. Some kids may be angry. Some may be sad. Some kids may have had a complicated relationship with the person who died. “Grief doesn’t mean that you’re just glamorizing the person that died and everything’s wonderful and they were just the best person ever. Maybe they weren’t. And that’s okay. We have to honor that,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson told MindShift that teachers and school counselors can work together to support bereaved students by keeping an open line of communication. Teachers can have eyes and ears in places counselors can’t be, she said. Counselors, in turn, “can help teachers know when certain triggering dates or events happen so teachers can treat the student with the extra level of care they may need.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better","authors":["11487"],"categories":["mindshift_21345","mindshift_21280"],"tags":["mindshift_21143","mindshift_21493","mindshift_21498","mindshift_21500","mindshift_21419","mindshift_21499","mindshift_20865","mindshift_20568","mindshift_21337"],"featImg":"mindshift_60408","label":"mindshift"},"mindshift_59433":{"type":"posts","id":"mindshift_59433","meta":{"index":"posts_1591205157","site":"mindshift","id":"59433","score":null,"sort":[1653597184000]},"guestAuthors":[],"slug":"what-to-say-to-kids-about-school-shootings-to-ease-their-stress","title":"What to say to kids about school shootings to ease their stress","publishDate":1653597184,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you have school-age children, chances are they've already talked to their classmates about the school shooting in Uvalde, Texas. So what's the best way to know how they're feeling and what they're thinking? Ask them.\u003c/p>\n\u003cp>\"Children's questions may be very different from adults',\" says \u003ca href=\"https://www.schoolcrisiscenter.org/portfolio/david-schonfeld-md-faap/\">David Schonfeld\u003c/a>, a pediatrician who directs the\u003ca href=\"https://www.schoolcrisiscenter.org/\"> National Center for School Crisis and Bereavement\u003c/a> at Children's Hospital Los Angeles. And the best way to determine how much information they need is to listen to them, he says.\u003c/p>\n\u003cp>\"Before we can offer reassurance or help them with what's bothering them, we have to understand what their actual concerns are,\" Schonfeld says. His group has developed \u003ca href=\"https://www.schoolcrisiscenter.org/wp-content/uploads/2020/08/Guidelines-Talking-to-Kids-About-Attacks-Two-Sided-Onesheet-Format.pdf\">guidelines for talking to children\u003c/a> after a tragic event.\u003c/p>\n\u003cp>Kids often ask who is to blame, what could have been done to prevent the tragedy or could it happen at my school? Truthful answers are important to build trust. In a year when the U.S. has already seen 27 school shootings and more than 200 mass shootings, the unfortunate answer is: Although school is typically a safe place, there are risks.\u003c/p>\n\u003cp>\"A lot of people say to me, you know, 'This is just the new normal,' and my reaction to them is that there is nothing normal about this,\" Schonfeld says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When 19 children are gunned down, it is cause for deep distress. \"It ought to be distressing — it's an unacceptable situation,\" he says. But for now, it's an unfortunate reality of life in the United States. \"We can help kids learn to cope with the distress that they feel when they recognize inherent dangers that are part of the world,\" Schonfeld says.\u003c/p>\n\u003cp>A child's age will determine how much information to share, but that's not the only factor. Their emotional reaction may be linked to how much trauma they've experienced in the past or how closely they're connected to a tragedy. If victims were their peers, the event will take a stronger emotional toll compared with children who hear about the shooting on the news. Regardless, it will take time for parents to comfort children and help them process such tragic events.\u003c/p>\n\u003cp>\"We need to be patient, and sometimes especially young kids need to have these conversations over and over,\" says \u003ca href=\"https://newsroom.ucla.edu/experts/preview/531dadeb299b506ab20001b5/\">Melissa Brymer\u003c/a>, director of terrorism and disaster programs at the UCLA-Duke University National Center for Child Traumatic Stress. \"Sometimes they need it in little chunks. They might not be able to digest everything in one sitting,\"\u003ca href=\"https://www.npr.org/2022/05/25/1101141318/uvalde-school-shooting-is-another-reminder-of-chil%20drens-feelings-of-trauma\"> Brymer told NPR's \u003cem>Morning Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The American School Counselor Association has gathered a list of \u003ca href=\"https://www.schoolcounselor.org/Publications-Research/Publications/Free-ASCA-Resources/After-a-School-Shooting\">resources and tips to help after a school shooting\u003c/a>. At the top is the recommendation to keep routines in place. Even if kids are anxious or fearful, there's a benefit to going to school and maintaining daily activities. As the organization explains in its guide, \"Kids gain security from the predictability of routine.\"\u003c/p>\n\u003cp>The organization says it's also helpful to limit how much media you and your children take in, whether it's social media, radio, TV or reading news online. In a crisis, the main reason to watch, listen or read media coverage is to understand what's happening. \"But if you're just watching the same coverage over and over again and it's not helping you learn anything new that's important to you and your family, then you probably should disconnect,\" says Schonfeld.\u003c/p>\n\u003cp>In the days and weeks that follow a tragedy, parents should talk to their children about how to cope when they feel concerned or anxious. There are some really good books out there to have those conversations around, Brymer says. She recommends \u003ca href=\"https://piploproductions.com/stories/once/\">\u003cem>Once I Was Very Very Scared\u003c/em>\u003c/a>, by Chandra Ghosh Ippen, for the preschool set. In the story, lots of animals go through scary experiences, but each reacts differently and has its own way of coping. Brymer says books like this can assist parents and caregivers in helping children figure out the strategy that works best for them.\u003c/p>\n\u003cp>For parents of older children, another strategy is to help them convert feelings of anger or anxiety into action. Schonfeld says it's natural to be angry and want to blame someone after a school shooting. But if kids direct their anger at an individual who acted in hatred — such as the shooter — it doesn't take away grief or solve the problem. Anger can beget anger.\u003c/p>\n\u003cp>An alternative approach is to get involved in initiatives to address gun violence. For example, students at Marjory Stoneman Douglas High School in Parkland, Fla., began pushing for gun control after the 2018 mass shooting there.\u003c/p>\n\u003cp>\"It didn't solve the problem, but it did make a difference,\" says Schonfeld. The students have been effective advocates in bringing attention to gun violence.\u003c/p>\n\u003cp>\"So I think, yes, kids can be part of the solution, but the adults have to be a big part of the solution too,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The bottom line, Schonfeld says, is to keep having conversations with your kids. Ask what they're thinking and feeling — it's a good place to start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+about+school+shootings+to+ease+their+stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The death of children, shot at school, is hard to comprehend. It can be even harder for kids. Counselors say parents should take cues from their kids, listen to their fears and answer their questions.","status":"publish","parent":0,"modified":1653597184,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":876},"headData":{"title":"What to say to kids about school shootings to ease their stress - MindShift","description":"The death of children, shot at school, is hard to comprehend. It can be even harder for kids. Counselors say parents should take cues from their kids, listen to their fears and answer their questions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What to say to kids about school shootings to ease their stress","datePublished":"2022-05-26T20:33:04.000Z","dateModified":"2022-05-26T20:33:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59433 https://ww2.kqed.org/mindshift/?p=59433","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/26/what-to-say-to-kids-about-school-shootings-to-ease-their-stress/","disqusTitle":"What to say to kids about school shootings to ease their stress","nprImageCredit":"Allison Dinner","nprByline":"Allison Aubrey","nprImageAgency":"AFP via Getty Images","nprStoryId":"1101306073","nprApiLink":"http://api.npr.org/query?id=1101306073&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2022/05/26/1101306073/what-to-say-to-kids-about-school-shootings-to-ease-their-stress?ft=nprml&f=1101306073","nprRetrievedStory":"1","nprPubDate":"Thu, 26 May 2022 10:22:00 -0400","nprStoryDate":"Thu, 26 May 2022 05:00:50 -0400","nprLastModifiedDate":"Thu, 26 May 2022 10:22:32 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59433/what-to-say-to-kids-about-school-shootings-to-ease-their-stress","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you have school-age children, chances are they've already talked to their classmates about the school shooting in Uvalde, Texas. So what's the best way to know how they're feeling and what they're thinking? Ask them.\u003c/p>\n\u003cp>\"Children's questions may be very different from adults',\" says \u003ca href=\"https://www.schoolcrisiscenter.org/portfolio/david-schonfeld-md-faap/\">David Schonfeld\u003c/a>, a pediatrician who directs the\u003ca href=\"https://www.schoolcrisiscenter.org/\"> National Center for School Crisis and Bereavement\u003c/a> at Children's Hospital Los Angeles. And the best way to determine how much information they need is to listen to them, he says.\u003c/p>\n\u003cp>\"Before we can offer reassurance or help them with what's bothering them, we have to understand what their actual concerns are,\" Schonfeld says. His group has developed \u003ca href=\"https://www.schoolcrisiscenter.org/wp-content/uploads/2020/08/Guidelines-Talking-to-Kids-About-Attacks-Two-Sided-Onesheet-Format.pdf\">guidelines for talking to children\u003c/a> after a tragic event.\u003c/p>\n\u003cp>Kids often ask who is to blame, what could have been done to prevent the tragedy or could it happen at my school? Truthful answers are important to build trust. In a year when the U.S. has already seen 27 school shootings and more than 200 mass shootings, the unfortunate answer is: Although school is typically a safe place, there are risks.\u003c/p>\n\u003cp>\"A lot of people say to me, you know, 'This is just the new normal,' and my reaction to them is that there is nothing normal about this,\" Schonfeld says.\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>When 19 children are gunned down, it is cause for deep distress. \"It ought to be distressing — it's an unacceptable situation,\" he says. But for now, it's an unfortunate reality of life in the United States. \"We can help kids learn to cope with the distress that they feel when they recognize inherent dangers that are part of the world,\" Schonfeld says.\u003c/p>\n\u003cp>A child's age will determine how much information to share, but that's not the only factor. Their emotional reaction may be linked to how much trauma they've experienced in the past or how closely they're connected to a tragedy. If victims were their peers, the event will take a stronger emotional toll compared with children who hear about the shooting on the news. Regardless, it will take time for parents to comfort children and help them process such tragic events.\u003c/p>\n\u003cp>\"We need to be patient, and sometimes especially young kids need to have these conversations over and over,\" says \u003ca href=\"https://newsroom.ucla.edu/experts/preview/531dadeb299b506ab20001b5/\">Melissa Brymer\u003c/a>, director of terrorism and disaster programs at the UCLA-Duke University National Center for Child Traumatic Stress. \"Sometimes they need it in little chunks. They might not be able to digest everything in one sitting,\"\u003ca href=\"https://www.npr.org/2022/05/25/1101141318/uvalde-school-shooting-is-another-reminder-of-chil%20drens-feelings-of-trauma\"> Brymer told NPR's \u003cem>Morning Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The American School Counselor Association has gathered a list of \u003ca href=\"https://www.schoolcounselor.org/Publications-Research/Publications/Free-ASCA-Resources/After-a-School-Shooting\">resources and tips to help after a school shooting\u003c/a>. At the top is the recommendation to keep routines in place. Even if kids are anxious or fearful, there's a benefit to going to school and maintaining daily activities. As the organization explains in its guide, \"Kids gain security from the predictability of routine.\"\u003c/p>\n\u003cp>The organization says it's also helpful to limit how much media you and your children take in, whether it's social media, radio, TV or reading news online. In a crisis, the main reason to watch, listen or read media coverage is to understand what's happening. \"But if you're just watching the same coverage over and over again and it's not helping you learn anything new that's important to you and your family, then you probably should disconnect,\" says Schonfeld.\u003c/p>\n\u003cp>In the days and weeks that follow a tragedy, parents should talk to their children about how to cope when they feel concerned or anxious. There are some really good books out there to have those conversations around, Brymer says. She recommends \u003ca href=\"https://piploproductions.com/stories/once/\">\u003cem>Once I Was Very Very Scared\u003c/em>\u003c/a>, by Chandra Ghosh Ippen, for the preschool set. In the story, lots of animals go through scary experiences, but each reacts differently and has its own way of coping. Brymer says books like this can assist parents and caregivers in helping children figure out the strategy that works best for them.\u003c/p>\n\u003cp>For parents of older children, another strategy is to help them convert feelings of anger or anxiety into action. Schonfeld says it's natural to be angry and want to blame someone after a school shooting. But if kids direct their anger at an individual who acted in hatred — such as the shooter — it doesn't take away grief or solve the problem. Anger can beget anger.\u003c/p>\n\u003cp>An alternative approach is to get involved in initiatives to address gun violence. For example, students at Marjory Stoneman Douglas High School in Parkland, Fla., began pushing for gun control after the 2018 mass shooting there.\u003c/p>\n\u003cp>\"It didn't solve the problem, but it did make a difference,\" says Schonfeld. The students have been effective advocates in bringing attention to gun violence.\u003c/p>\n\u003cp>\"So I think, yes, kids can be part of the solution, but the adults have to be a big part of the solution too,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The bottom line, Schonfeld says, is to keep having conversations with your kids. Ask what they're thinking and feeling — it's a good place to start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+about+school+shootings+to+ease+their+stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59433/what-to-say-to-kids-about-school-shootings-to-ease-their-stress","authors":["byline_mindshift_59433"],"categories":["mindshift_21385"],"tags":["mindshift_21333","mindshift_21143","mindshift_21229","mindshift_20865","mindshift_231","mindshift_21274","mindshift_20925"],"featImg":"mindshift_59434","label":"mindshift"},"mindshift_59008":{"type":"posts","id":"mindshift_59008","meta":{"index":"posts_1591205157","site":"mindshift","id":"59008","score":null,"sort":[1644304833000]},"guestAuthors":[],"slug":"5-strategies-for-developing-a-school-wide-culture-of-healing","title":"5 Strategies for developing a school-wide culture of healing","publishDate":1644304833,"format":"standard","headTitle":"5 Strategies for developing a school-wide culture of healing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","status":"publish","parent":0,"modified":1713642541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1559},"headData":{"title":"5 Strategies for developing a school-wide culture of healing | KQED","description":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Strategies for developing a school-wide culture of healing","datePublished":"2022-02-08T07:20:33.000Z","dateModified":"2024-04-20T19:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20984","mindshift_21448","mindshift_21015","mindshift_21213","mindshift_21906","mindshift_20793","mindshift_486","mindshift_944","mindshift_943","mindshift_20925","mindshift_21395","mindshift_21105","mindshift_20999"],"featImg":"mindshift_59010","label":"mindshift"},"mindshift_58604":{"type":"posts","id":"mindshift_58604","meta":{"index":"posts_1591205157","site":"mindshift","id":"58604","score":null,"sort":[1633628813000]},"guestAuthors":[],"slug":"covid-deaths-leave-thousands-of-u-s-kids-grieving-for-their-parents-or-primary-caregivers","title":"COVID deaths leave thousands of U.S. kids grieving for their parents or primary caregivers","publishDate":1633628813,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Of all the sad statistics the U.S. has dealt with this past year and a half, here is a particularly difficult one: A new study estimates that more than 140,000 children in the U.S. have lost a parent or a grandparent caregiver to COVID-19. The majority of these children come from racial and ethnic minority groups.\u003c/p>\n\u003cp>\"This means that for every four COVID-19 deaths, one child was left behind without a mother, father and/or a grandparent who provided for that child's home needs and nurture — needs such as love, security and daily care,\" says Susan Hillis, an epidemiologist at the Centers for Disease Control and Prevention and lead author of the new study.\u003c/p>\n\u003cp>The study, which was published Thursday in t\u003ca href=\"https://pediatrics.aappublications.org/content/early/2021/10/06/peds.2021-053760\">he journal \u003cem>Pediatrics\u003c/em>\u003c/a>, estimated the number of losses from April 1, 2020, through the end of June 2021 at 140,000. And that number has risen in the past three months: Hillis estimates it is around 175,000 today.\u003c/p>\n\u003cp>\"This number will continue to grow as long as our pandemic deaths increase,\" Hillis says.\u003c/p>\n\u003ch3>These children are going to need support\u003c/h3>\n\u003cp>Once a child loses their parent or primary caregiver, Hillis says, the tragedy is something they live with for \"the entire duration of their childhoods.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's a situation that calls for urgent action, Hillis notes. These children need \"understanding, help, support,\" she says. And it's important \"to ensure that they have a safe and loving family to continue to support their needs and nurture.\"\u003c/p>\n\u003cp>And, just as COVID-19 has killed more people in communities of color, children in these communities are the most impacted by the loss of parents and primary caregivers.\u003c/p>\n\u003cp>\"Sixty-five percent of all children experiencing COVID-associated orphanhood or death of their primary caregiver are of racial and ethnic minority,\" says Hillis. \"That is such an extreme disparity.\"\u003c/p>\n\u003cp>The study defines orphanhood as the death of one or both parents. The study also tracked the loss of caregiving grandparents.\u003c/p>\n\u003cp>And if you look more closely at individual groups, American Indian and Alaska Native children were 4.5 times more likely to have lost a primary caregiver compared with white children. Black children were 2.4 times more likely and Hispanic children almost twice as likely.\u003c/p>\n\u003cp>Losing a parent or caregiver in childhood is a significant trauma. The study notes that this type of adverse childhood experience \"may result in profound long-term impact on health and well-being for children.\"\u003c/p>\n\u003cp>\"Adverse childhood experiences are associated with increased risks of every major cause of death in adulthood,\" says Hillis.\u003c/p>\n\u003ch3>Losing a parent has other long-term effects\u003c/h3>\n\u003cp>And in the short term, the impact of losing a parent or primary caregiver can lead to mental health crises for kids, including increased suicide risk, Hillis says, and \"increased exposure to sexual, physical and emotional violence and exploitation.\"\u003c/p>\n\u003cp>And in terms of life outcomes, a body of earlier research shows that losing a parent can put kids at a higher risk of economic, food and housing insecurity.\u003c/p>\n\u003cp>This adds a new layer of risk to kids in communities of color, which are already disadvantaged.\u003c/p>\n\u003cp>These communities experience inequities in access to health care, housing, education, and other factors that contribute to children's well-being, says \u003ca href=\"https://www.columbiapsychiatry.org/profile/warren-y-ng-md\">Dr. Warren Ng\u003c/a>, a psychiatrist at Columbia University who primarily works with kids in communities of color.\u003c/p>\n\u003cp>\"The numbers don't tell the full stories,\" he says. \"The full story is really in the lives and the affected future of these children and adolescents and their families.\"\u003c/p>\n\u003ch3>Many children didn't even get to say goodbye\u003c/h3>\n\u003cp>Mental health care providers who are seeing the mental health effects of the pandemic on kids say these losses are particularly traumatic. Ng says even grieving has been difficult for them — many didn't even get to see their parents or grandparents in the hospital, or say goodbye.\u003c/p>\n\u003cp>\"One of the things that's unique about the pandemic is that it's also not only deprived us of a loved one, but it's also deprived us of our opportunities that come together, so that families can heal, [and] support one another in order to really get through the most difficult times of life,\" he says.\u003c/p>\n\u003cp>The study authors also call for policy action. \"What we are proposing is that there be serious consideration to adding a fourth pillar to our COVID response, and that fourth pillar would be called care for children,\" says Hillis.\u003c/p>\n\u003cp>This would involve finding resources and coming up with systems for \"finding the children, assessing how they are doing and linking them to appropriate care,\" she says, and strengthening economic support for families who care for the children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data highlighted here, especially the racial and ethnic inequities, \"really does demand an urgent and effective response for all children,\" Hillis says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=COVID+deaths+leave+thousands+of+U.S.+kids+grieving+parents+or+primary+caregivers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Roughly 175,000 children in the U.S. have lost one or both parents or a grandparent caregiver to COVID-19, according to a new study. The majority come from racial and ethnic minority groups.","status":"publish","parent":0,"modified":1633628813,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":825},"headData":{"title":"COVID deaths leave thousands of U.S. kids grieving for their parents or primary caregivers - MindShift","description":"Roughly 175,000 children in the U.S. have lost one or both parents or a grandparent caregiver to COVID-19, according to a new study. The majority come from racial and ethnic minority groups.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"COVID deaths leave thousands of U.S. kids grieving for their parents or primary caregivers","datePublished":"2021-10-07T17:46:53.000Z","dateModified":"2021-10-07T17:46:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58604 https://ww2.kqed.org/mindshift/?p=58604","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/07/covid-deaths-leave-thousands-of-u-s-kids-grieving-for-their-parents-or-primary-caregivers/","disqusTitle":"COVID deaths leave thousands of U.S. kids grieving for their parents or primary caregivers","nprImageCredit":"Stefan Jeremiah","nprByline":"Carmel Wroth","nprImageAgency":"AP","nprStoryId":"1043881136","nprApiLink":"http://api.npr.org/query?id=1043881136&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2021/10/07/1043881136/covid-deaths-leave-thousands-of-u-s-kids-grieving-parents-or-primary-caregivers?ft=nprml&f=1043881136","nprRetrievedStory":"1","nprPubDate":"Thu, 07 Oct 2021 12:42:00 -0400","nprStoryDate":"Thu, 07 Oct 2021 00:01:00 -0400","nprLastModifiedDate":"Thu, 07 Oct 2021 12:42:49 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/10/20211007_me_covid_deaths_leave_thousands_of_us_kids_grieving_parents_or_primary_caregivers.mp3?orgId=1&topicId=1128&aggIds=812054919&d=192&p=3&story=1043881136&ft=nprml&f=1043881136","nprAudioM3u":"http://api.npr.org/m3u/11043938136-52989b.m3u?orgId=1&topicId=1128&aggIds=812054919&d=192&p=3&story=1043881136&ft=nprml&f=1043881136","path":"/mindshift/58604/covid-deaths-leave-thousands-of-u-s-kids-grieving-for-their-parents-or-primary-caregivers","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/10/20211007_me_covid_deaths_leave_thousands_of_us_kids_grieving_parents_or_primary_caregivers.mp3?orgId=1&topicId=1128&aggIds=812054919&d=192&p=3&story=1043881136&ft=nprml&f=1043881136","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Of all the sad statistics the U.S. has dealt with this past year and a half, here is a particularly difficult one: A new study estimates that more than 140,000 children in the U.S. have lost a parent or a grandparent caregiver to COVID-19. The majority of these children come from racial and ethnic minority groups.\u003c/p>\n\u003cp>\"This means that for every four COVID-19 deaths, one child was left behind without a mother, father and/or a grandparent who provided for that child's home needs and nurture — needs such as love, security and daily care,\" says Susan Hillis, an epidemiologist at the Centers for Disease Control and Prevention and lead author of the new study.\u003c/p>\n\u003cp>The study, which was published Thursday in t\u003ca href=\"https://pediatrics.aappublications.org/content/early/2021/10/06/peds.2021-053760\">he journal \u003cem>Pediatrics\u003c/em>\u003c/a>, estimated the number of losses from April 1, 2020, through the end of June 2021 at 140,000. And that number has risen in the past three months: Hillis estimates it is around 175,000 today.\u003c/p>\n\u003cp>\"This number will continue to grow as long as our pandemic deaths increase,\" Hillis says.\u003c/p>\n\u003ch3>These children are going to need support\u003c/h3>\n\u003cp>Once a child loses their parent or primary caregiver, Hillis says, the tragedy is something they live with for \"the entire duration of their childhoods.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's a situation that calls for urgent action, Hillis notes. These children need \"understanding, help, support,\" she says. And it's important \"to ensure that they have a safe and loving family to continue to support their needs and nurture.\"\u003c/p>\n\u003cp>And, just as COVID-19 has killed more people in communities of color, children in these communities are the most impacted by the loss of parents and primary caregivers.\u003c/p>\n\u003cp>\"Sixty-five percent of all children experiencing COVID-associated orphanhood or death of their primary caregiver are of racial and ethnic minority,\" says Hillis. \"That is such an extreme disparity.\"\u003c/p>\n\u003cp>The study defines orphanhood as the death of one or both parents. The study also tracked the loss of caregiving grandparents.\u003c/p>\n\u003cp>And if you look more closely at individual groups, American Indian and Alaska Native children were 4.5 times more likely to have lost a primary caregiver compared with white children. Black children were 2.4 times more likely and Hispanic children almost twice as likely.\u003c/p>\n\u003cp>Losing a parent or caregiver in childhood is a significant trauma. The study notes that this type of adverse childhood experience \"may result in profound long-term impact on health and well-being for children.\"\u003c/p>\n\u003cp>\"Adverse childhood experiences are associated with increased risks of every major cause of death in adulthood,\" says Hillis.\u003c/p>\n\u003ch3>Losing a parent has other long-term effects\u003c/h3>\n\u003cp>And in the short term, the impact of losing a parent or primary caregiver can lead to mental health crises for kids, including increased suicide risk, Hillis says, and \"increased exposure to sexual, physical and emotional violence and exploitation.\"\u003c/p>\n\u003cp>And in terms of life outcomes, a body of earlier research shows that losing a parent can put kids at a higher risk of economic, food and housing insecurity.\u003c/p>\n\u003cp>This adds a new layer of risk to kids in communities of color, which are already disadvantaged.\u003c/p>\n\u003cp>These communities experience inequities in access to health care, housing, education, and other factors that contribute to children's well-being, says \u003ca href=\"https://www.columbiapsychiatry.org/profile/warren-y-ng-md\">Dr. Warren Ng\u003c/a>, a psychiatrist at Columbia University who primarily works with kids in communities of color.\u003c/p>\n\u003cp>\"The numbers don't tell the full stories,\" he says. \"The full story is really in the lives and the affected future of these children and adolescents and their families.\"\u003c/p>\n\u003ch3>Many children didn't even get to say goodbye\u003c/h3>\n\u003cp>Mental health care providers who are seeing the mental health effects of the pandemic on kids say these losses are particularly traumatic. Ng says even grieving has been difficult for them — many didn't even get to see their parents or grandparents in the hospital, or say goodbye.\u003c/p>\n\u003cp>\"One of the things that's unique about the pandemic is that it's also not only deprived us of a loved one, but it's also deprived us of our opportunities that come together, so that families can heal, [and] support one another in order to really get through the most difficult times of life,\" he says.\u003c/p>\n\u003cp>The study authors also call for policy action. \"What we are proposing is that there be serious consideration to adding a fourth pillar to our COVID response, and that fourth pillar would be called care for children,\" says Hillis.\u003c/p>\n\u003cp>This would involve finding resources and coming up with systems for \"finding the children, assessing how they are doing and linking them to appropriate care,\" she says, and strengthening economic support for families who care for the children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data highlighted here, especially the racial and ethnic inequities, \"really does demand an urgent and effective response for all children,\" Hillis says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=COVID+deaths+leave+thousands+of+U.S.+kids+grieving+parents+or+primary+caregivers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58604/covid-deaths-leave-thousands-of-u-s-kids-grieving-for-their-parents-or-primary-caregivers","authors":["byline_mindshift_58604"],"categories":["mindshift_21345"],"tags":["mindshift_21143","mindshift_21229","mindshift_21344","mindshift_21343","mindshift_20865"],"featImg":"mindshift_58605","label":"mindshift"},"mindshift_58439":{"type":"posts","id":"mindshift_58439","meta":{"index":"posts_1591205157","site":"mindshift","id":"58439","score":null,"sort":[1630652325000]},"guestAuthors":[],"slug":"these-students-grew-up-around-gun-violence-they-decided-it-was-time-to-talk-about-it","title":"These Students Grew Up Around Gun Violence. They Decided It Was Time To Talk About It.","publishDate":1630652325,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Makiyah Hicks was young, her uncle, Jamal Hazel, was killed in her District Heights neighborhood in southwest Maryland. Her father lost a brother and her grandmother, Darlene Hazel, lost her youngest son.\u003c/p>\n\u003cp>Every year since, on her uncle's birthday, Makiyah and her family visit his grave.\u003c/p>\n\u003cp>Despite the traumatic loss, she says her family and community members mostly avoid conversations about gun violence.\u003c/p>\n\u003cp>\"It was always something we were around, but not something that was talked about,\" says Hicks, who graduated this year from Washington's Duke Ellington School of the Arts. \"Especially with regards to my grandmother. That was her youngest son. It's a bit of a touchy subject.\"\u003c/p>\n\u003cp>So Hicks, along with her classmates Jonetta Harrison and Quin Wells, decided to talk about it. The students, all recent graduates of the Duke Ellington School, made a podcast about gun violence in D.C., and how families of victims are shaped by the loss. Their teacher, Thom Woodward, entered it in \u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">NPR's Student Podcast Challenge\u003c/a>, and their story is \u003ca href=\"https://www.npr.org/2021/05/09/994612055/this-years-favorites-our-2021-spc-finalists\">one of 10 high school finalists\u003c/a>, chosen by our judges from more than 2,200 entries.\u003c/p>\n\u003cfigure id=\"attachment_58441\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58441\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-12-edit_custom-50d5812eb1715e0549f3e9bbc83c7fe82e330e8d-e1630652067253.jpg\" alt='Makiyah Hicks, sits in her bedroom where she recorded her part of the podcast \"Loss And Transformation.\"' width=\"1920\" height=\"1281\">\u003cfigcaption class=\"wp-caption-text\">Makiyah Hicks, sits in her bedroom where she recorded her part of the podcast \"Loss And Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As part of the podcast, Hicks interviewed her grandmother, and they talked about the death of Jamal Hazel for the first time. \"It's all for a cause when things occur in life that you don't anticipate or expect to happen to you,\" her grandmother tells her.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The conversation, Hicks says, was a breakthrough after so much silence: \"It's hard to find a light at the end of the tunnel,\" she says of her grief. But when she spoke about it with her grandmother, \"for a second, it was there. It was something.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/1008326041\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cdiv style=\"font-size: 10px;color: #cccccc;overflow: hidden;font-family: Interstate,Lucida Grande,Lucida Sans Unicode,Lucida Sans,Garuda,Verdana,Tahoma,sans-serif;font-weight: 100\">\u003ca style=\"color: #cccccc;text-decoration: none\" title=\"DESA TDP Audio\" href=\"https://soundcloud.com/user-838438709\" target=\"_blank\" rel=\"noopener noreferrer\">DESA TDP Audio\u003c/a> · \u003ca style=\"color: #cccccc;text-decoration: none\" title=\"Loss And Transformation - A Podcast\" href=\"https://soundcloud.com/user-838438709/loss-and-transformation-a-podcast\" target=\"_blank\" rel=\"noopener noreferrer\">Loss And Transformation - A Podcast\u003c/a>\u003c/div>\n\u003cp>'D.C. has long struggled with one of the highest rates of gun violence in the country. The district saw 198 homicides in 2020, \u003ca href=\"https://www.washingtonpost.com/local/public-safety/homicides-rise-washington/2020/12/31/59dd659e-3953-11eb-bc68-96af0daae728_story.html\">a 16-year-high\u003c/a>, and the 2021 homicide rate is \u003ca href=\"https://www.wusa9.com/article/news/crime/dc-homicide-rate-skyrocketing-2021/65-fad6f3f9-c527-49b5-b949-c8231373d265\">already outpacing 2020\u003c/a>.\u003c/p>\n\u003cp>Harrison, Hicks and Wells wanted their podcast to show that it's not just about the numbers. Real people are impacted by every life lost to gun violence, so the students talked to three of them: first, Darlene Hazel, Hicks' grandmother. Then one of Harrison's friends, Jayla Faust, who lost her stepfather to gun violence.\u003c/p>\n\u003cfigure id=\"attachment_58442\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58442\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-10-edit_custom-39e5f384bd6a09339da0fcfa4867dc42a2682c03-e1630652180946.jpg\" alt='Thom Woodward stands in front of Duke Ellington School of the Arts located in Washington, D.C. where he teaches. Woodward guided his student Jonetta Harrison, Makiyah Hicks and Quin Wells in creating the first podcast title \"Loss and Transformation.\"' width=\"1920\" height=\"1442\">\u003cfigcaption class=\"wp-caption-text\">Thom Woodward stands in front of Duke Ellington School of the Arts located in Washington, D.C. where he teaches. Woodward guided his student Jonetta Harrison, Makiyah Hicks and Quin Wells in creating the first podcast title \"Loss and Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Through the podcast, Harrison explains she wanted to give families a chance to speak.\u003c/p>\n\u003cp>\"It's important for the people who are affected by it to be able to speak because I feel like a lot of times the government is speaking for them,\" Harrison says. \"These are the people that actually have to go through this.\"\u003c/p>\n\u003cp>The final interview in the podcast is with RuQuan Brown. Now a football player at Harvard University, but in the podcast, he says he didn't always know if he would make it to college.\u003c/p>\n\u003cp>\"I would walk down Florida Ave on my way back home and I would cry some nights because I was afraid I wouldn't make it to college because I'd be killed,\" he tells Harrison.\u003c/p>\n\u003cp>His fear of whether he would survive in D.C. is a very real fear among his peers.\u003c/p>\n\u003cp>Harrison thinks about \u003ca href=\"https://www.washingtonpost.com/local/public-safety/teenager-who-graduated-from-dunbar-high-school-in-june-fatally-shot-in-northeast-washington/2020/08/17/c531e4fc-e0af-11ea-8181-606e603bb1c4_story.html\">18-year-old Richard Bangura\u003c/a> often these days as she starts her first semester at Temple University. Bangura was shot and killed in northeast DC last summer, days before he was supposed to move into the same university.\u003c/p>\n\u003cfigure id=\"attachment_58443\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58443\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-16-crop_custom-a57991c49aca58a8704e604dd1fb553e98b6669f-e1630652222706.jpg\" alt='Jonetta Harrison, sits on her computer in her bedroom where she recorded her part for the podcast \"Loss And Transformation.\"' width=\"1920\" height=\"1422\">\u003cfigcaption class=\"wp-caption-text\">Jonetta Harrison, sits on her computer in her bedroom where she recorded her part for the podcast \"Loss And Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Losing a loved one to gun violence is painful, but Harrison says the podcast is about what community members take away from that pain, too. \"You have a loss, but because of this loss, you have transformed to a better person or have a better view of life.\"\u003c/p>\n\u003cp>Brown, for example, dealt with the grief by creating art.\u003c/p>\n\u003cp>He owns a clothing brand, \u003ca href=\"https://www.love1biz.com/\">Love1\u003c/a>, which donates to communities affected by gun violence. Brown is currently looking to fund therapy for students in D.C.'s public schools. He has also donated thousands of dollars to the One Gun Gone project, which repurposes guns into artwork to raise awareness about gun violence.\u003c/p>\n\u003cp>\"I created this brand because I wanted to live,\" he says.\u003c/p>\n\u003cp>Harrison, Hicks and Wells are starting college this fall and hope the lessons they learned from the people in their podcast will help them handle loss, and challenges, in their own lives.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern for NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Grew+Up+Around+Gun+Violence.+They+Decided+It+Was+Time+To+Talk+About+It.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"D.C. has long struggled with one of the highest rates of gun violence in the country. Three local students talked to their community about losing their loved ones and living with the grief.","status":"publish","parent":0,"modified":1630652490,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":875},"headData":{"title":"These Students Grew Up Around Gun Violence. They Decided It Was Time To Talk About It. - MindShift","description":"D.C. has long struggled with one of the highest rates of gun violence in the country. Three local students talked to their community about losing their loved ones and living with the grief.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These Students Grew Up Around Gun Violence. They Decided It Was Time To Talk About It.","datePublished":"2021-09-03T06:58:45.000Z","dateModified":"2021-09-03T07:01:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58439 https://ww2.kqed.org/mindshift/?p=58439","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/02/these-students-grew-up-around-gun-violence-they-decided-it-was-time-to-talk-about-it/","disqusTitle":"These Students Grew Up Around Gun Violence. They Decided It Was Time To Talk About It.","nprByline":"Sequoia Carrillo and Sneha Dey","nprImageAgency":"Dee Dwyer for NPR","nprStoryId":"1017878815","nprApiLink":"http://api.npr.org/query?id=1017878815&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/09/02/1017878815/these-students-grew-up-around-gun-violence-they-decided-it-was-time-to-talk-abou?ft=nprml&f=1017878815","nprRetrievedStory":"1","nprPubDate":"Thu, 02 Sep 2021 07:02:00 -0400","nprStoryDate":"Thu, 02 Sep 2021 07:02:26 -0400","nprLastModifiedDate":"Thu, 02 Sep 2021 07:02:26 -0400","path":"/mindshift/58439/these-students-grew-up-around-gun-violence-they-decided-it-was-time-to-talk-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Makiyah Hicks was young, her uncle, Jamal Hazel, was killed in her District Heights neighborhood in southwest Maryland. Her father lost a brother and her grandmother, Darlene Hazel, lost her youngest son.\u003c/p>\n\u003cp>Every year since, on her uncle's birthday, Makiyah and her family visit his grave.\u003c/p>\n\u003cp>Despite the traumatic loss, she says her family and community members mostly avoid conversations about gun violence.\u003c/p>\n\u003cp>\"It was always something we were around, but not something that was talked about,\" says Hicks, who graduated this year from Washington's Duke Ellington School of the Arts. \"Especially with regards to my grandmother. That was her youngest son. It's a bit of a touchy subject.\"\u003c/p>\n\u003cp>So Hicks, along with her classmates Jonetta Harrison and Quin Wells, decided to talk about it. The students, all recent graduates of the Duke Ellington School, made a podcast about gun violence in D.C., and how families of victims are shaped by the loss. Their teacher, Thom Woodward, entered it in \u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">NPR's Student Podcast Challenge\u003c/a>, and their story is \u003ca href=\"https://www.npr.org/2021/05/09/994612055/this-years-favorites-our-2021-spc-finalists\">one of 10 high school finalists\u003c/a>, chosen by our judges from more than 2,200 entries.\u003c/p>\n\u003cfigure id=\"attachment_58441\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58441\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-12-edit_custom-50d5812eb1715e0549f3e9bbc83c7fe82e330e8d-e1630652067253.jpg\" alt='Makiyah Hicks, sits in her bedroom where she recorded her part of the podcast \"Loss And Transformation.\"' width=\"1920\" height=\"1281\">\u003cfigcaption class=\"wp-caption-text\">Makiyah Hicks, sits in her bedroom where she recorded her part of the podcast \"Loss And Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As part of the podcast, Hicks interviewed her grandmother, and they talked about the death of Jamal Hazel for the first time. \"It's all for a cause when things occur in life that you don't anticipate or expect to happen to you,\" her grandmother tells her.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The conversation, Hicks says, was a breakthrough after so much silence: \"It's hard to find a light at the end of the tunnel,\" she says of her grief. But when she spoke about it with her grandmother, \"for a second, it was there. It was something.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/1008326041&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true'\n title='https://api.soundcloud.com/tracks/1008326041'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cdiv style=\"font-size: 10px;color: #cccccc;overflow: hidden;font-family: Interstate,Lucida Grande,Lucida Sans Unicode,Lucida Sans,Garuda,Verdana,Tahoma,sans-serif;font-weight: 100\">\u003ca style=\"color: #cccccc;text-decoration: none\" title=\"DESA TDP Audio\" href=\"https://soundcloud.com/user-838438709\" target=\"_blank\" rel=\"noopener noreferrer\">DESA TDP Audio\u003c/a> · \u003ca style=\"color: #cccccc;text-decoration: none\" title=\"Loss And Transformation - A Podcast\" href=\"https://soundcloud.com/user-838438709/loss-and-transformation-a-podcast\" target=\"_blank\" rel=\"noopener noreferrer\">Loss And Transformation - A Podcast\u003c/a>\u003c/div>\n\u003cp>'D.C. has long struggled with one of the highest rates of gun violence in the country. The district saw 198 homicides in 2020, \u003ca href=\"https://www.washingtonpost.com/local/public-safety/homicides-rise-washington/2020/12/31/59dd659e-3953-11eb-bc68-96af0daae728_story.html\">a 16-year-high\u003c/a>, and the 2021 homicide rate is \u003ca href=\"https://www.wusa9.com/article/news/crime/dc-homicide-rate-skyrocketing-2021/65-fad6f3f9-c527-49b5-b949-c8231373d265\">already outpacing 2020\u003c/a>.\u003c/p>\n\u003cp>Harrison, Hicks and Wells wanted their podcast to show that it's not just about the numbers. Real people are impacted by every life lost to gun violence, so the students talked to three of them: first, Darlene Hazel, Hicks' grandmother. Then one of Harrison's friends, Jayla Faust, who lost her stepfather to gun violence.\u003c/p>\n\u003cfigure id=\"attachment_58442\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58442\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-10-edit_custom-39e5f384bd6a09339da0fcfa4867dc42a2682c03-e1630652180946.jpg\" alt='Thom Woodward stands in front of Duke Ellington School of the Arts located in Washington, D.C. where he teaches. Woodward guided his student Jonetta Harrison, Makiyah Hicks and Quin Wells in creating the first podcast title \"Loss and Transformation.\"' width=\"1920\" height=\"1442\">\u003cfigcaption class=\"wp-caption-text\">Thom Woodward stands in front of Duke Ellington School of the Arts located in Washington, D.C. where he teaches. Woodward guided his student Jonetta Harrison, Makiyah Hicks and Quin Wells in creating the first podcast title \"Loss and Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Through the podcast, Harrison explains she wanted to give families a chance to speak.\u003c/p>\n\u003cp>\"It's important for the people who are affected by it to be able to speak because I feel like a lot of times the government is speaking for them,\" Harrison says. \"These are the people that actually have to go through this.\"\u003c/p>\n\u003cp>The final interview in the podcast is with RuQuan Brown. Now a football player at Harvard University, but in the podcast, he says he didn't always know if he would make it to college.\u003c/p>\n\u003cp>\"I would walk down Florida Ave on my way back home and I would cry some nights because I was afraid I wouldn't make it to college because I'd be killed,\" he tells Harrison.\u003c/p>\n\u003cp>His fear of whether he would survive in D.C. is a very real fear among his peers.\u003c/p>\n\u003cp>Harrison thinks about \u003ca href=\"https://www.washingtonpost.com/local/public-safety/teenager-who-graduated-from-dunbar-high-school-in-june-fatally-shot-in-northeast-washington/2020/08/17/c531e4fc-e0af-11ea-8181-606e603bb1c4_story.html\">18-year-old Richard Bangura\u003c/a> often these days as she starts her first semester at Temple University. Bangura was shot and killed in northeast DC last summer, days before he was supposed to move into the same university.\u003c/p>\n\u003cfigure id=\"attachment_58443\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58443\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/dwyer_dee-podcast-16-crop_custom-a57991c49aca58a8704e604dd1fb553e98b6669f-e1630652222706.jpg\" alt='Jonetta Harrison, sits on her computer in her bedroom where she recorded her part for the podcast \"Loss And Transformation.\"' width=\"1920\" height=\"1422\">\u003cfigcaption class=\"wp-caption-text\">Jonetta Harrison, sits on her computer in her bedroom where she recorded her part for the podcast \"Loss And Transformation.\" \u003ccite>(Dee Dwyer for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Losing a loved one to gun violence is painful, but Harrison says the podcast is about what community members take away from that pain, too. \"You have a loss, but because of this loss, you have transformed to a better person or have a better view of life.\"\u003c/p>\n\u003cp>Brown, for example, dealt with the grief by creating art.\u003c/p>\n\u003cp>He owns a clothing brand, \u003ca href=\"https://www.love1biz.com/\">Love1\u003c/a>, which donates to communities affected by gun violence. Brown is currently looking to fund therapy for students in D.C.'s public schools. He has also donated thousands of dollars to the One Gun Gone project, which repurposes guns into artwork to raise awareness about gun violence.\u003c/p>\n\u003cp>\"I created this brand because I wanted to live,\" he says.\u003c/p>\n\u003cp>Harrison, Hicks and Wells are starting college this fall and hope the lessons they learned from the people in their podcast will help them handle loss, and challenges, in their own lives.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern for NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Grew+Up+Around+Gun+Violence.+They+Decided+It+Was+Time+To+Talk+About+It.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58439/these-students-grew-up-around-gun-violence-they-decided-it-was-time-to-talk-about-it","authors":["byline_mindshift_58439"],"categories":["mindshift_21280"],"tags":["mindshift_21143","mindshift_21229","mindshift_21448","mindshift_20865","mindshift_74"],"featImg":"mindshift_58440","label":"mindshift"},"mindshift_54767":{"type":"posts","id":"mindshift_54767","meta":{"index":"posts_1591205157","site":"mindshift","id":"54767","score":null,"sort":[1573107409000]},"guestAuthors":[],"slug":"childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it","title":"Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It","publishDate":1573107409,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"What happens to you in childhood can affect your health for a lifetime. New data show a link between childhood trauma and disease later in life. Prevention is critical, public health experts say.","status":"publish","parent":0,"modified":1573107409,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":829},"headData":{"title":"Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It | KQED","description":"What happens to you in childhood can affect your health for a lifetime. New data show a link between childhood trauma and disease later in life. Prevention is critical, public health experts say.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It","datePublished":"2019-11-07T06:16:49.000Z","dateModified":"2019-11-07T06:16:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54767 https://ww2.kqed.org/mindshift/?p=54767","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/06/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it/","disqusTitle":"Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It","nprImageCredit":"mrs","nprByline":"Rhitu Chatterjee","nprImageAgency":"Getty Images","nprStoryId":"776550377","nprApiLink":"http://api.npr.org/query?id=776550377&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/11/05/776550377/cdc-childhood-trauma-is-a-public-health-issue-and-we-can-do-more-prevent-it?ft=nprml&f=776550377","nprRetrievedStory":"1","nprPubDate":"Wed, 06 Nov 2019 10:41:00 -0500","nprStoryDate":"Tue, 05 Nov 2019 18:17:59 -0500","nprLastModifiedDate":"Wed, 06 Nov 2019 10:41:13 -0500","path":"/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Childhood trauma causes serious health repercussions throughout life and is a public health issue that calls for concerted prevention efforts. That's the takeaway of a report published Tuesday from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Experiencing traumatic things as a child puts you at risk for lifelong health effects, according to a body of research. The CDC's new report confirms this, finding that Americans who had experienced adverse childhood experiences, or ACEs, were at higher risk of dying from five of the \u003ca href=\"https://www.cdc.gov/nchs/products/databriefs/db328.htm\">top 10 leading causes of death\u003c/a>.\u003c/p>\n\u003cp>And those who had been through more bad experiences — such as abuse or neglect, witnessing violence at home or growing up in a family with mental health or substance abuse problems — were at an even higher risk.\u003c/p>\n\u003cp>One in six people across the United States has experienced four or more kinds of adverse childhood experiences, according to the report.\u003c/p>\n\u003cp>That's why it's important to prevent adverse childhood experiences and lessen their impact on individuals, said the CDC's principal deputy director, Dr. Anne Schuchat, at a teleconference Tuesday. \"Preventing ACEs can help children and adults thrive and has the potential to substantially lower the risk for conditions like asthma, cancer, depressive disorder and diabetes,\" she 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>The new report presents the CDC's first estimate of how many Americans are affected by adverse childhood experiences, as well as the potential benefits of preventing these kinds of traumas.\u003c/p>\n\u003cp>Using data from a survey of more than 144,000 adults from 25 states, the report found that about 60% of Americans experience at least one adverse experience during childhood. And 15.6% experienced four or more different types. Women, American Indian and Alaskan Natives, and African Americans have a higher risk of experiencing four or more types of childhood traumas.\u003c/p>\n\u003cp>The effects add up. \"The more types of ACEs a person has, the higher their risk for negative outcomes, which will limit their opportunities their whole life,\" said Schuchat.\u003c/p>\n\u003cp>But these health outcomes are preventable, according to the report. Preventing childhood trauma could potentially prevent 1.9 million cases of coronary heart disease, the leading killer in this country. Similarly, it could prevent 2.5 million cases of obesity or overweight and 21 million cases of depression.\u003c/p>\n\u003cp>Trauma in childhood can also affect a person's social well-being, Schuchat added. \"ACEs also negatively affect life opportunities, like completing high school or future employment,\" she said. \"Preventing ACEs could have kept up to 1.5 million students from dropping out of school.\"\u003c/p>\n\u003cp>Studies have shown that there are ways to prevent childhood trauma and mitigate its effects when it does happen. And the CDC has previously\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf\"> compiled a list of approaches\u003c/a> proven to be effective.\u003c/p>\n\u003cp>The agency points to the need for efforts at every level: state, community, family and individual.\u003c/p>\n\u003cp>Schuchat noted that positive childhood experiences and relationships \u003ca href=\"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones\">are known to buffer against \u003c/a>the stress of trauma and strengthen resilience. \"It might be a parent, it might be a teacher, it might be a neighbor, but having a stable, reliable person in your life can help you at that individual level with resilience,\" said Schuchat. \"That stability and nurturing will help you when you have a stress or a difficult problem [because you] have an outlet and a reliable way to process it and seek help if you need to.\"\u003c/p>\n\u003cp>Mentoring programs that \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/07/747072351/bringing-together-young-and-old-to-ease-the-isolation-of-rural-life\">connect children with caring adults\u003c/a> at school, or in the community, have been shown to support children through difficulties in their lives.\u003c/p>\n\u003cp>In fact, supportive, nurturing relationships and environments for both children and families are at the heart of prevention, according to the report, which describes six approaches to prevention. Those approaches include strengthening economic support for families, helping parents and youth better handle stress, as well as improved access to \u003ca href=\"https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/Trauma-Guide.aspx\">primary care to screen, identify and address childhood trauma\u003c/a> when it occurs.\u003c/p>\n\u003cp>Physicians have an important role in mitigating the effects of childhood trauma, Schuchat noted. \"Clinicians are busy and may or may not incorporate ACEs into their practice, but we think it's very important that they do.\"\u003c/p>\n\u003cp>For example, pediatricians can screen parents and children for childhood trauma and practice trauma-informed care, so as to address the potential health effects of trauma.\u003c/p>\n\u003cp>\"There are various programs that can be used in primary care offices or [by] pediatricians,\" said James Mercy, the director of the CDC's division of violence prevention, and an author of the new report. \"These provide ways that these offices can organize their efforts around identifying and intervening around child maltreatment and other adversity.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aceresponse.org/give_your_support/ACEs-in-Healthcare-_26_68_sb.htm\">Safe Environment for Every Kid (SEEK)\u003c/a> model, for example, has been shown to be effective in giving clinicians tools to reduce child maltreatment, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Everyone has a role to play in prevention, Schuchat said. \"Parents, families, neighborhoods, schools, spiritual communities, businesses and government\" can all help.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC%3A+Childhood+Trauma+Is+A+Public+Health+Issue+And+We+Can+Do+More+To+Prevent+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it","authors":["byline_mindshift_54767"],"categories":["mindshift_194","mindshift_21280"],"tags":["mindshift_21143","mindshift_21229","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20568","mindshift_21213","mindshift_21038","mindshift_21307"],"featImg":"mindshift_54768","label":"mindshift"},"mindshift_54373":{"type":"posts","id":"mindshift_54373","meta":{"index":"posts_1591205157","site":"mindshift","id":"54373","score":null,"sort":[1568097387000]},"guestAuthors":[],"slug":"positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones","title":"Positive Childhood Experiences May Buffer Against Health Effects Of Adverse Ones","publishDate":1568097387,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Plenty of research shows that \u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">adverse childhood experiences\u003c/a> can lead to depression and other health problems later in life. But researcher \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a> wondered whether positive experiences in childhood could counter that. Her research comes from a personal place.\u003c/p>\n\u003cp>In the 1970s, in a low-income housing complex in Los Angeles, Bethell had a tough childhood. Sometimes she didn't have money for lunch. Sometimes, when a free bus came through to take kids to church, she would get on it, just to go somewhere else. \"In low-income areas and in California in general, there was a lot of drugs and drinking — it was the norm,\" she says.\u003c/p>\n\u003cp>But there were positive things in her childhood too. Her grandmother would come by every few months and tell her that anything she needed was inside her. She was engaged in school; she played sports, and she stayed late to help the teacher clean up.\u003c/p>\n\u003cp>And there was a woman in her housing complex with an open door to all the kids who lived there. They called her \"Mrs. Raccoon,\" and she held a birthday party with tea and candy every Saturday for whoever had a birthday that week. \"We would just sit there together and celebrate,\" Bethell recalls. \"She was the sweetest woman — just present, didn't talk a lot, but she was there. I started just traipsing over as a child — she had these little red berry hard candies, and to this day, that's my favorite candy.\"\u003c/p>\n\u003cp>Today, Bethell is a professor at the Johns Hopkins Bloomberg School of Public Health. Her study, out Monday in \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336\">JAMA Pediatrics\u003c/a>, found that this kind of positive relationship in childhood may have lasting effects on people's mental health into adulthood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What question were you trying to answer with this research?\u003c/strong>\u003c/p>\n\u003cp>Numerous studies have shown that the more negative childhood experiences adults report when they reflect back on their life, the more likely they are to have an array of physical, mental and social problems as an adult. We often call these adverse childhood experiences, or ACEs. They include things like physical and emotional abuse, neglect, sexual abuse, having lived in a home with an adult with an alcohol or drug problem or where there was violence.\u003c/p>\n\u003cp>We were especially curious to learn whether adults with multiple negative childhood experiences were less likely to have the problems associated with having [them] if they also reported having had more positive experiences.\u003c/p>\n\u003cp>\u003cstrong>How did you go about measuring positive experiences and their impact?\u003c/strong>\u003c/p>\n\u003cp>We analyzed data from the Wisconsin Behavioral Risk Factor Survey [of 6,188 people] — a representative sample of all adults age 18 and older in the entire state.\u003c/p>\n\u003cp>The survey asked whether the respondents recall that they were able to talk with their family about their feelings, felt that their families stood by them during difficult times, had at least two nonparent adults who took genuine interest in them, whether they felt safe and protected by an adult in their home, felt supported by friends and felt a sense of belonging in high school, and participated in their community. These are relational childhood experiences — not other things like achievement in school and other things that are also positive.\u003c/p>\n\u003cp>\u003cstrong>Isn't it tricky to rely on people's memories to figure out whether they had these positive experiences or not?\u003c/strong>\u003c/p>\n\u003cp>Well, these are experiences as lived and recalled by the person, which is what the brain and the body and emotions are responding to and reinforcing. So even if someone else might look in and say, 'You didn't have adversity' or 'You had lots of nurturing as a child,' it's really what we took in and built our beliefs and identity around, and that has a big impact on us.\u003c/p>\n\u003cp>Our study questions were based on well-established science that explains how our relational experiences in childhood — both positive and negative — really get under our skin.\u003c/p>\n\u003cp>\u003cstrong>And what kind of effect did these positive experiences have on people's mental health later on?\u003c/strong>\u003c/p>\n\u003cp>First of all, we did find that positive reports on any one of the seven types of positive experiences we assessed were indeed associated with lower rates of mental health problems and higher rates of having relationships as an adult where you get the social and emotional support you need. Yet, as we hypothesized, the biggest effect was when we counted up how many of these experiences were reported — just like it's done on all those other studies on adverse childhood experiences. We see that accumulation of positive experiences, just like the accumulation of adverse experiences, really packs a punch.\u003c/p>\n\u003cp>Getting into the numbers, we found that having higher counts of those positive experiences was associated with 72% lower odds of having depression or poor mental health overall as an adult. We also found that those with higher levels of positive experiences were over 3 1/2 times more likely to have all the social and emotional support they needed as an adult.\u003c/p>\n\u003cp>\u003cstrong>What are the lessons people can take from these findings?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every moment matters. Every interaction with a child has a reaction in that child. Even as we keep working to address the many social and cultural factors we need to address to prevent negative experiences, we should be focused on proactive promotion of the positive. In particular, there's a need to promote that \"through any door\" kind way of being — like happened in my childhood [with Mrs. Raccoon]. So that wherever a child goes — to school, early care, walking around their community, to a doctor — they're met with warm adults who purposely try to see and respond to them and meet their needs for care and guidance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Positive+Childhood+Experiences+May+Buffer+Against+Health+Effects+Of+Adverse+Ones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers asked adults to reflect back on their happy childhood memories. They found those who recalled more were less likely to have depression in adulthood and had more supportive relationships.","status":"publish","parent":0,"modified":1568097387,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":981},"headData":{"title":"Positive Childhood Experiences May Buffer Against Health Effects Of Adverse Ones | KQED","description":"Researchers asked adults to reflect back on their happy childhood memories. They found those who recalled more were less likely to have depression in adulthood and had more supportive relationships.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Positive Childhood Experiences May Buffer Against Health Effects Of Adverse Ones","datePublished":"2019-09-10T06:36:27.000Z","dateModified":"2019-09-10T06:36:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54373 https://ww2.kqed.org/mindshift/?p=54373","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/09/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones/","disqusTitle":"Positive Childhood Experiences May Buffer Against Health Effects Of Adverse Ones","nprImageCredit":"IvanJekic","nprByline":"Selena Simmons-Duffin","nprImageAgency":"Getty Images","nprStoryId":"759031061","nprApiLink":"http://api.npr.org/query?id=759031061&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones?ft=nprml&f=759031061","nprRetrievedStory":"1","nprPubDate":"Tue, 10 Sep 2019 00:13:00 -0400","nprStoryDate":"Mon, 09 Sep 2019 13:25:00 -0400","nprLastModifiedDate":"Tue, 10 Sep 2019 00:13:46 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/09/20190909_atc_positive_childhood_experiences_may_buffer_against_health_effects_of_adverse_ones.mp3?orgId=1&topicId=1128&d=235&p=2&story=759031061&ft=nprml&f=759031061","nprAudioM3u":"http://api.npr.org/m3u/1759157641-6927af.m3u?orgId=1&topicId=1128&d=235&p=2&story=759031061&ft=nprml&f=759031061","audioTrackLength":236,"path":"/mindshift/54373/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/09/20190909_atc_positive_childhood_experiences_may_buffer_against_health_effects_of_adverse_ones.mp3?orgId=1&topicId=1128&d=235&p=2&story=759031061&ft=nprml&f=759031061","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Plenty of research shows that \u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">adverse childhood experiences\u003c/a> can lead to depression and other health problems later in life. But researcher \u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a> wondered whether positive experiences in childhood could counter that. Her research comes from a personal place.\u003c/p>\n\u003cp>In the 1970s, in a low-income housing complex in Los Angeles, Bethell had a tough childhood. Sometimes she didn't have money for lunch. Sometimes, when a free bus came through to take kids to church, she would get on it, just to go somewhere else. \"In low-income areas and in California in general, there was a lot of drugs and drinking — it was the norm,\" she says.\u003c/p>\n\u003cp>But there were positive things in her childhood too. Her grandmother would come by every few months and tell her that anything she needed was inside her. She was engaged in school; she played sports, and she stayed late to help the teacher clean up.\u003c/p>\n\u003cp>And there was a woman in her housing complex with an open door to all the kids who lived there. They called her \"Mrs. Raccoon,\" and she held a birthday party with tea and candy every Saturday for whoever had a birthday that week. \"We would just sit there together and celebrate,\" Bethell recalls. \"She was the sweetest woman — just present, didn't talk a lot, but she was there. I started just traipsing over as a child — she had these little red berry hard candies, and to this day, that's my favorite candy.\"\u003c/p>\n\u003cp>Today, Bethell is a professor at the Johns Hopkins Bloomberg School of Public Health. Her study, out Monday in \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336\">JAMA Pediatrics\u003c/a>, found that this kind of positive relationship in childhood may have lasting effects on people's mental health into adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What question were you trying to answer with this research?\u003c/strong>\u003c/p>\n\u003cp>Numerous studies have shown that the more negative childhood experiences adults report when they reflect back on their life, the more likely they are to have an array of physical, mental and social problems as an adult. We often call these adverse childhood experiences, or ACEs. They include things like physical and emotional abuse, neglect, sexual abuse, having lived in a home with an adult with an alcohol or drug problem or where there was violence.\u003c/p>\n\u003cp>We were especially curious to learn whether adults with multiple negative childhood experiences were less likely to have the problems associated with having [them] if they also reported having had more positive experiences.\u003c/p>\n\u003cp>\u003cstrong>How did you go about measuring positive experiences and their impact?\u003c/strong>\u003c/p>\n\u003cp>We analyzed data from the Wisconsin Behavioral Risk Factor Survey [of 6,188 people] — a representative sample of all adults age 18 and older in the entire state.\u003c/p>\n\u003cp>The survey asked whether the respondents recall that they were able to talk with their family about their feelings, felt that their families stood by them during difficult times, had at least two nonparent adults who took genuine interest in them, whether they felt safe and protected by an adult in their home, felt supported by friends and felt a sense of belonging in high school, and participated in their community. These are relational childhood experiences — not other things like achievement in school and other things that are also positive.\u003c/p>\n\u003cp>\u003cstrong>Isn't it tricky to rely on people's memories to figure out whether they had these positive experiences or not?\u003c/strong>\u003c/p>\n\u003cp>Well, these are experiences as lived and recalled by the person, which is what the brain and the body and emotions are responding to and reinforcing. So even if someone else might look in and say, 'You didn't have adversity' or 'You had lots of nurturing as a child,' it's really what we took in and built our beliefs and identity around, and that has a big impact on us.\u003c/p>\n\u003cp>Our study questions were based on well-established science that explains how our relational experiences in childhood — both positive and negative — really get under our skin.\u003c/p>\n\u003cp>\u003cstrong>And what kind of effect did these positive experiences have on people's mental health later on?\u003c/strong>\u003c/p>\n\u003cp>First of all, we did find that positive reports on any one of the seven types of positive experiences we assessed were indeed associated with lower rates of mental health problems and higher rates of having relationships as an adult where you get the social and emotional support you need. Yet, as we hypothesized, the biggest effect was when we counted up how many of these experiences were reported — just like it's done on all those other studies on adverse childhood experiences. We see that accumulation of positive experiences, just like the accumulation of adverse experiences, really packs a punch.\u003c/p>\n\u003cp>Getting into the numbers, we found that having higher counts of those positive experiences was associated with 72% lower odds of having depression or poor mental health overall as an adult. We also found that those with higher levels of positive experiences were over 3 1/2 times more likely to have all the social and emotional support they needed as an adult.\u003c/p>\n\u003cp>\u003cstrong>What are the lessons people can take from these findings?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every moment matters. Every interaction with a child has a reaction in that child. Even as we keep working to address the many social and cultural factors we need to address to prevent negative experiences, we should be focused on proactive promotion of the positive. In particular, there's a need to promote that \"through any door\" kind way of being — like happened in my childhood [with Mrs. Raccoon]. So that wherever a child goes — to school, early care, walking around their community, to a doctor — they're met with warm adults who purposely try to see and respond to them and meet their needs for care and guidance.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Positive+Childhood+Experiences+May+Buffer+Against+Health+Effects+Of+Adverse+Ones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54373/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones","authors":["byline_mindshift_54373"],"categories":["mindshift_192"],"tags":["mindshift_21143","mindshift_21229","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21038"],"featImg":"mindshift_54374","label":"mindshift"},"mindshift_53092":{"type":"posts","id":"mindshift_53092","meta":{"index":"posts_1591205157","site":"mindshift","id":"53092","score":null,"sort":[1559539865000]},"guestAuthors":[],"slug":"strategies-schools-can-use-to-become-more-trauma-informed","title":"Strategies Schools Can Use To Become More Trauma-Informed","publishDate":1559539865,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n","blocks":[],"excerpt":"Becoming a trauma-informed school means recognizing students come to school with a variety of experiences, some of which will negatively affect their learning and behavior. These strategies can help build relationships and trust with all students.","status":"publish","parent":0,"modified":1559539865,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/eWIV3wWygS4","https://www.youtube.com/embed/9kGBdjv8V3k","https://www.youtube.com/embed/OzZZewlt4AQ"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":617},"headData":{"title":"Strategies Schools Can Use To Become More Trauma-Informed | KQED","description":"Becoming a trauma-informed school means recognizing students come to school with a variety of experiences, some of which will negatively affect their learning and behavior. These strategies can help build relationships and trust with all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Strategies Schools Can Use To Become More Trauma-Informed","datePublished":"2019-06-03T05:31:05.000Z","dateModified":"2019-06-03T05:31:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53092 https://ww2.kqed.org/mindshift/?p=53092","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/02/strategies-schools-can-use-to-become-more-trauma-informed/","disqusTitle":"Strategies Schools Can Use To Become More Trauma-Informed","path":"/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet them.\"\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>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53092/strategies-schools-can-use-to-become-more-trauma-informed","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20784","mindshift_1040","mindshift_21010","mindshift_21213","mindshift_20713","mindshift_20999"],"featImg":"mindshift_53760","label":"mindshift"},"mindshift_53739":{"type":"posts","id":"mindshift_53739","meta":{"index":"posts_1591205157","site":"mindshift","id":"53739","score":null,"sort":[1559108718000]},"guestAuthors":[],"slug":"playing-teen-sports-may-protect-from-some-damages-of-childhood-trauma","title":"Playing Teen Sports May Protect From Some Damages Of Childhood Trauma","publishDate":1559108718,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As a kid, \u003ca href=\"https://www.uclancsp.med.ucla.edu/people/fellows/\">Molly Easterlin\u003c/a> loved playing sports. She started soccer at age four, and then in high school, she played tennis and ran track. Sports, Easterlin believes, underlie most of her greatest successes. They taught her discipline and teamwork, helped her make friends and enabled her to navigate the many challenges of growing up.\u003c/p>\n\u003cp>When Easterlin became a pediatrician, she started seeing a lot of kids suffering from trauma, from physical abuse to emotional neglect. Many of these kids didn't respond fully to traditional treatment for trauma and depression. Frustrated and searching for answers, Easterlin turned to her own past. \"I suspected that sports might have a powerful impact [on kids],\" she says.\u003c/p>\n\u003cp>Easterlin wanted to know: Could sports improve the lives of people with trauma the way they'd improved hers?\u003c/p>\n\u003cp>Her \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/article-abstract/2734743?utm_campaign=articlePDF&utm_medium=articlePDFlink&utm_source=articlePDF&utm_content=jamapediatrics.2019.1212\">research\u003c/a>, published Tuesday in JAMA Pediatrics, finds that, in short, yes: Participation in team sports as a young person can significantly reduce the long-term likelihood of depression and anxiety for people with childhood trauma. But according to Easterlin and other experts, the growing cost of youth team sports means that they can be off-limits to those who may need them most, kids living in poverty.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.prnewswire.com/news-releases/global-youth-team-league-and-tournament-sports-market-2018-2024-a-15-5-billion-market-in-the-us-the-youth-sports-market-rivals-the-size-of-the-14-billion-nfl-300707069.html\">burgeoning\u003c/a> U.S. youth sports industry, many sports now require steep fees for participation, a factor that limits lower-income kids' ability to participate. This trend, known as \"pay to play\" sports programming, \u003ca href=\"http://physicalactivityplan.org/projects/PA/2018/2018_USReportCard_UPDATE_12062018.pdf?pdf=page-link\">is allowed in 49 states.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Earlier research has shown that traumatic events in childhood, called adverse childhood experiences (\u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">ACEs\u003c/a>) by public health researchers, \u003ca href=\"https://www.npr.org/sections/health-shots/2018/09/17/648710859/childhood-trauma-and-its-lifelong-health-effects-more-prevalent-among-minorities\">contribute to\u003c/a> social and physical problems \u003ca href=\"https://www.npr.org/sections/health-shots/2018/11/09/666143092/should-childhood-trauma-be-treated-as-a-public-health-crisis\">throughout life\u003c/a>, from obesity to chronic depression. ACEs are also common: About 50% of people have had at least one, and the more you have the more likely you are to have long-term health effects.\u003c/p>\n\u003cp>To analyze how team sports impact the health of people who've experienced childhood adversity, Easterlin and her colleagues analyzed data from 9668 teens who participated in the National Longitudinal Study of Adolescent to Adult Health. They honed in on about 5,000 teens who had reported one or more ACEs.\u003c/p>\n\u003cp>The kids were assessed first in 1994-1995 when they were in 7th-12th grade, and asked whether they participated (or planned to participate) in team sports. Fourteen years later, in 2008, these same people, now adults, were asked whether they had ever received a diagnosis of depression or anxiety. They were also tested for depressive symptoms in case they just hadn't been diagnosed.\u003c/p>\n\u003cp>Easterlin found that kids who had participated in team sports were significantly less likely to receive a diagnosis of depression or anxiety, and less likely to test positive for depressive symptoms. The findings were stronger for boys than for girls, but Easterlin says this may be in part because at the time of the initial data collection — 1994 — girls' sports were less well-funded and supported than they are today.\u003c/p>\n\u003cp>Easterlin and her colleagues also looked at participation in non-athletic school clubs, like drama and orchestra. These groups did not protect kids with ACEs against depression and anxiety the way that sports did in her study. That doesn't mean these activities definitely aren't helping, she says, but they didn't capture an effect in their research.\u003c/p>\n\u003cp>The study also doesn't pinpoint exactly why sports may help, but Easterlin thinks teamwork may be a key.\u003c/p>\n\u003cp>\"There may be something powerful about that team environment [in sports], where you're in competition, being coached in a certain way and interacting with your teammates towards a common goal,\" she says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a>, a professor at the Bloomberg School of Public Health at Johns Hopkins University with a focus on child well-being and adversity, says the study is a useful contribution to the study of ACEs. Bethell was not involved in the research. \"Protective factors [for kids with trauma] are important to identify,\" she says. \"Sports is one such factor.\"\u003c/p>\n\u003cp>But, she says, it's important to consider additional factors when examining resilience, like emotional connection with relatives and a sense of safety and support. These \"family factors\" may increase a person's overall well-being, in addition to their ability to participate in sports. So sports might not be the sole cause of the protective effect. However, exercise is healthy regardless and \"is clearly a priority\" for developing kids, so we should be encouraging it anyway, she says.\u003c/p>\n\u003cp>Bethell also notes that the study did not distinguish between kids with one ACE from kids with multiple ACEs: for kids with more ACEs, she thinks the effect of team sports likely would have been even more powerful.\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/profile/Amanda_Paluch\">Amanda Paluch\u003c/a>, a postdoctoral fellow at Northwestern University's Feinberg School of Medicine, highlights the study's novelty and potential impact. \"In terms of a longitudinal study, this [association] has not been looked at much at all,\" says Paluch, who wrote the \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/article-abstract/2734736\">study's associated editorial\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>But, she says, \"It is frustrating to think that those who may need [sports] most are less likely to have access to [them].\"\u003c/p>\n\u003cp>Though ACEs occur across income levels, kids raised in low-income families are more likely to have \u003ca href=\"https://www.academicpedsjnl.net/article/S1876-2859(16)30497-1/fulltext#sec2\">more of them\u003c/a>. Additionally, adolescents who experienced childhood trauma were more likely to have parents with lower educational attainment and to live in single-parent households, both factors associated with low income.\u003c/p>\n\u003cp>Less money, increasingly, has meant \u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/whats-lost-when-only-rich-kids-play-sports/541317/\">reduced access\u003c/a> to sports and physical activity in the U.S. According to a \u003ca href=\"https://assets.aspeninstitute.org/content/uploads/2018/10/StateofPlay2018_v4WEB_2-FINAL.pdf\">2018 report\u003c/a> by the Aspen Institute, kids from families with household incomes less than $50,000 a year have reduced their sports participation over the last decade, while \u003ca href=\"http://physicalactivityplan.org/projects/PA/2018/2018_USReportCard_UPDATE_12062018.pdf?pdf=page-link\">white\u003c/a> kids from wealthier households have increased participation. Kids from lower income brackets participate in team sports at half the rate of their wealthier peers.\u003c/p>\n\u003cp>To address this lack of access, Paluch and Easterlin say, policymakers and child health advocates should find ways to boost sports participation for kids, particularly those most at risk of childhood trauma. \u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">About half\u003c/a> of American kids report some kind of ACE; conversely, depression is the \u003ca href=\"https://www.who.int/news-room/fact-sheets/detail/depression\">leading cause of disability\u003c/a> worldwide, often contributing to other diseases both physical and mental.\u003c/p>\n\u003cp>With so many potential benefactors, Paluch points out, why not increase access to a treatment that's fun, low-cost and ultimately far less painful than many other kinds of interventions?\u003c/p>\n\u003cp>\"[Team sports] could be a low-hanging fruit to address mental health outcomes,\" she says. \"Something that is so enjoyable...could be an important part of every kids' life.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Susie Neilson is an intern on NPR's Science Desk. Find her on Twitter at \u003c/em>\u003ca href=\"https://twitter.com/susieneilson\">\u003cem>@susieneilson\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Playing+Teen+Sports+May+Protect+From+Some+Damages+Of+Childhood+Trauma&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For teens who've experienced childhood trauma, playing team sports may help them avoid depression and anxiety later in life. But the cost of teen sports puts them out of reach for many could benefit.","status":"publish","parent":0,"modified":1559155374,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1119},"headData":{"title":"Playing Teen Sports May Protect From Some Damages Of Childhood Trauma | KQED","description":"For teens who've experienced childhood trauma, playing team sports may help them avoid depression and anxiety later in life. But the cost of teen sports puts them out of reach for many could benefit.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Playing Teen Sports May Protect From Some Damages Of Childhood Trauma","datePublished":"2019-05-29T05:45:18.000Z","dateModified":"2019-05-29T18:42:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53739 https://ww2.kqed.org/mindshift/?p=53739","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/28/playing-teen-sports-may-protect-from-some-damages-of-childhood-trauma/","disqusTitle":"Playing Teen Sports May Protect From Some Damages Of Childhood Trauma","nprImageCredit":"Hero Images","nprByline":"Susie Neilson","nprImageAgency":"Getty Images/Hero Images","nprStoryId":"727661899","nprApiLink":"http://api.npr.org/query?id=727661899&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/05/28/727661899/playing-teen-sports-may-protect-from-some-damages-of-childhood-trauma?ft=nprml&f=727661899","nprRetrievedStory":"1","nprPubDate":"Tue, 28 May 2019 16:43:00 -0400","nprStoryDate":"Tue, 28 May 2019 16:43:43 -0400","nprLastModifiedDate":"Tue, 28 May 2019 16:45:41 -0400","path":"/mindshift/53739/playing-teen-sports-may-protect-from-some-damages-of-childhood-trauma","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a kid, \u003ca href=\"https://www.uclancsp.med.ucla.edu/people/fellows/\">Molly Easterlin\u003c/a> loved playing sports. She started soccer at age four, and then in high school, she played tennis and ran track. Sports, Easterlin believes, underlie most of her greatest successes. They taught her discipline and teamwork, helped her make friends and enabled her to navigate the many challenges of growing up.\u003c/p>\n\u003cp>When Easterlin became a pediatrician, she started seeing a lot of kids suffering from trauma, from physical abuse to emotional neglect. Many of these kids didn't respond fully to traditional treatment for trauma and depression. Frustrated and searching for answers, Easterlin turned to her own past. \"I suspected that sports might have a powerful impact [on kids],\" she says.\u003c/p>\n\u003cp>Easterlin wanted to know: Could sports improve the lives of people with trauma the way they'd improved hers?\u003c/p>\n\u003cp>Her \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/article-abstract/2734743?utm_campaign=articlePDF&utm_medium=articlePDFlink&utm_source=articlePDF&utm_content=jamapediatrics.2019.1212\">research\u003c/a>, published Tuesday in JAMA Pediatrics, finds that, in short, yes: Participation in team sports as a young person can significantly reduce the long-term likelihood of depression and anxiety for people with childhood trauma. But according to Easterlin and other experts, the growing cost of youth team sports means that they can be off-limits to those who may need them most, kids living in poverty.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.prnewswire.com/news-releases/global-youth-team-league-and-tournament-sports-market-2018-2024-a-15-5-billion-market-in-the-us-the-youth-sports-market-rivals-the-size-of-the-14-billion-nfl-300707069.html\">burgeoning\u003c/a> U.S. youth sports industry, many sports now require steep fees for participation, a factor that limits lower-income kids' ability to participate. This trend, known as \"pay to play\" sports programming, \u003ca href=\"http://physicalactivityplan.org/projects/PA/2018/2018_USReportCard_UPDATE_12062018.pdf?pdf=page-link\">is allowed in 49 states.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Earlier research has shown that traumatic events in childhood, called adverse childhood experiences (\u003ca href=\"https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean\">ACEs\u003c/a>) by public health researchers, \u003ca href=\"https://www.npr.org/sections/health-shots/2018/09/17/648710859/childhood-trauma-and-its-lifelong-health-effects-more-prevalent-among-minorities\">contribute to\u003c/a> social and physical problems \u003ca href=\"https://www.npr.org/sections/health-shots/2018/11/09/666143092/should-childhood-trauma-be-treated-as-a-public-health-crisis\">throughout life\u003c/a>, from obesity to chronic depression. ACEs are also common: About 50% of people have had at least one, and the more you have the more likely you are to have long-term health effects.\u003c/p>\n\u003cp>To analyze how team sports impact the health of people who've experienced childhood adversity, Easterlin and her colleagues analyzed data from 9668 teens who participated in the National Longitudinal Study of Adolescent to Adult Health. They honed in on about 5,000 teens who had reported one or more ACEs.\u003c/p>\n\u003cp>The kids were assessed first in 1994-1995 when they were in 7th-12th grade, and asked whether they participated (or planned to participate) in team sports. Fourteen years later, in 2008, these same people, now adults, were asked whether they had ever received a diagnosis of depression or anxiety. They were also tested for depressive symptoms in case they just hadn't been diagnosed.\u003c/p>\n\u003cp>Easterlin found that kids who had participated in team sports were significantly less likely to receive a diagnosis of depression or anxiety, and less likely to test positive for depressive symptoms. The findings were stronger for boys than for girls, but Easterlin says this may be in part because at the time of the initial data collection — 1994 — girls' sports were less well-funded and supported than they are today.\u003c/p>\n\u003cp>Easterlin and her colleagues also looked at participation in non-athletic school clubs, like drama and orchestra. These groups did not protect kids with ACEs against depression and anxiety the way that sports did in her study. That doesn't mean these activities definitely aren't helping, she says, but they didn't capture an effect in their research.\u003c/p>\n\u003cp>The study also doesn't pinpoint exactly why sports may help, but Easterlin thinks teamwork may be a key.\u003c/p>\n\u003cp>\"There may be something powerful about that team environment [in sports], where you're in competition, being coached in a certain way and interacting with your teammates towards a common goal,\" she says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell\">Christina Bethell\u003c/a>, a professor at the Bloomberg School of Public Health at Johns Hopkins University with a focus on child well-being and adversity, says the study is a useful contribution to the study of ACEs. Bethell was not involved in the research. \"Protective factors [for kids with trauma] are important to identify,\" she says. \"Sports is one such factor.\"\u003c/p>\n\u003cp>But, she says, it's important to consider additional factors when examining resilience, like emotional connection with relatives and a sense of safety and support. These \"family factors\" may increase a person's overall well-being, in addition to their ability to participate in sports. So sports might not be the sole cause of the protective effect. However, exercise is healthy regardless and \"is clearly a priority\" for developing kids, so we should be encouraging it anyway, she says.\u003c/p>\n\u003cp>Bethell also notes that the study did not distinguish between kids with one ACE from kids with multiple ACEs: for kids with more ACEs, she thinks the effect of team sports likely would have been even more powerful.\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/profile/Amanda_Paluch\">Amanda Paluch\u003c/a>, a postdoctoral fellow at Northwestern University's Feinberg School of Medicine, highlights the study's novelty and potential impact. \"In terms of a longitudinal study, this [association] has not been looked at much at all,\" says Paluch, who wrote the \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/article-abstract/2734736\">study's associated editorial\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>But, she says, \"It is frustrating to think that those who may need [sports] most are less likely to have access to [them].\"\u003c/p>\n\u003cp>Though ACEs occur across income levels, kids raised in low-income families are more likely to have \u003ca href=\"https://www.academicpedsjnl.net/article/S1876-2859(16)30497-1/fulltext#sec2\">more of them\u003c/a>. Additionally, adolescents who experienced childhood trauma were more likely to have parents with lower educational attainment and to live in single-parent households, both factors associated with low income.\u003c/p>\n\u003cp>Less money, increasingly, has meant \u003ca href=\"https://www.theatlantic.com/education/archive/2017/09/whats-lost-when-only-rich-kids-play-sports/541317/\">reduced access\u003c/a> to sports and physical activity in the U.S. According to a \u003ca href=\"https://assets.aspeninstitute.org/content/uploads/2018/10/StateofPlay2018_v4WEB_2-FINAL.pdf\">2018 report\u003c/a> by the Aspen Institute, kids from families with household incomes less than $50,000 a year have reduced their sports participation over the last decade, while \u003ca href=\"http://physicalactivityplan.org/projects/PA/2018/2018_USReportCard_UPDATE_12062018.pdf?pdf=page-link\">white\u003c/a> kids from wealthier households have increased participation. Kids from lower income brackets participate in team sports at half the rate of their wealthier peers.\u003c/p>\n\u003cp>To address this lack of access, Paluch and Easterlin say, policymakers and child health advocates should find ways to boost sports participation for kids, particularly those most at risk of childhood trauma. \u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">About half\u003c/a> of American kids report some kind of ACE; conversely, depression is the \u003ca href=\"https://www.who.int/news-room/fact-sheets/detail/depression\">leading cause of disability\u003c/a> worldwide, often contributing to other diseases both physical and mental.\u003c/p>\n\u003cp>With so many potential benefactors, Paluch points out, why not increase access to a treatment that's fun, low-cost and ultimately far less painful than many other kinds of interventions?\u003c/p>\n\u003cp>\"[Team sports] could be a low-hanging fruit to address mental health outcomes,\" she says. \"Something that is so enjoyable...could be an important part of every kids' life.\"\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>Susie Neilson is an intern on NPR's Science Desk. Find her on Twitter at \u003c/em>\u003ca href=\"https://twitter.com/susieneilson\">\u003cem>@susieneilson\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Playing+Teen+Sports+May+Protect+From+Some+Damages+Of+Childhood+Trauma&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53739/playing-teen-sports-may-protect-from-some-damages-of-childhood-trauma","authors":["byline_mindshift_53739"],"categories":["mindshift_192"],"tags":["mindshift_21143","mindshift_21229","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21057","mindshift_21246","mindshift_21105"],"featImg":"mindshift_53740","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. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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