8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction
3 principles for tackling the right problems in education
When students' basic needs are met by community schools, learning can flourish
Why more schools are considering a 4-day week despite some drawbacks
Retaining and sustaining Black teachers
How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'
Why Setting Boundaries is Helpful for Teachers and Their Students
Burnout Isn't Just Exhaustion. Here's How To Deal With It
Safeguarding the Mental Health of Teachers
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FM","link":"/"}},"mindshift_62462":{"type":"posts","id":"mindshift_62462","meta":{"index":"posts_1591205157","site":"mindshift","id":"62462","score":null,"sort":[1696327214000]},"guestAuthors":[],"slug":"8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","title":"8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction","publishDate":1696327214,"format":"standard","headTitle":"8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.","status":"publish","parent":0,"modified":1713534330,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1109},"headData":{"title":"8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction | KQED","description":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","authors":["11721"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21027","mindshift_739","mindshift_22","mindshift_962","mindshift_21294","mindshift_995","mindshift_421","mindshift_21398"],"featImg":"mindshift_62466","label":"mindshift"},"mindshift_61369":{"type":"posts","id":"mindshift_61369","meta":{"index":"posts_1591205157","site":"mindshift","id":"61369","score":null,"sort":[1686709852000]},"guestAuthors":[],"slug":"3-principles-for-tackling-the-right-problems-in-education","title":"3 principles for tackling the right problems in education","publishDate":1686709852,"format":"standard","headTitle":"3 principles for tackling the right problems in education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\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\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\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>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_59903":{"type":"posts","id":"mindshift_59903","meta":{"index":"posts_1591205157","site":"mindshift","id":"59903","score":null,"sort":[1664265753000]},"guestAuthors":[],"slug":"when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","title":"When students' basic needs are met by community schools, learning can flourish","publishDate":1664265753,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs. ","status":"publish","parent":0,"modified":1664265753,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2031},"headData":{"title":"When students' basic needs are met by community schools, learning can flourish - MindShift","description":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59903 https://ww2.kqed.org/mindshift/?p=59903","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/27/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish/","disqusTitle":"When students' basic needs are met by community schools, learning can flourish","audioUrl":"https://dcs.megaphone.fm/KQINC8896503720.mp3?key=fcf50f172f6719aca8e590642183adf7","excludeFromSiteSearch":"Include","path":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\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 suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\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>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","authors":["11721"],"categories":["mindshift_1"],"tags":["mindshift_21198","mindshift_21027","mindshift_21416","mindshift_21230","mindshift_20939","mindshift_21277","mindshift_256","mindshift_21398","mindshift_21461"],"featImg":"mindshift_59910","label":"mindshift"},"mindshift_59644":{"type":"posts","id":"mindshift_59644","meta":{"index":"posts_1591205157","site":"mindshift","id":"59644","score":null,"sort":[1659507651000]},"guestAuthors":[],"slug":"why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","title":"Why more schools are considering a 4-day week despite some drawbacks","publishDate":1659507651,"format":"standard","headTitle":"Why more schools are considering a 4-day week despite some drawbacks | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\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":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution.","status":"publish","parent":0,"modified":1700528897,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1628},"headData":{"title":"Why more schools are considering a 4-day week despite some drawbacks | KQED","description":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution."},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59644/why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\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>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\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/59644/why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21027","mindshift_569","mindshift_21100","mindshift_21460","mindshift_20865","mindshift_96","mindshift_21398","mindshift_21461"],"featImg":"mindshift_59648","label":"mindshift_21847"},"mindshift_58898":{"type":"posts","id":"mindshift_58898","meta":{"index":"posts_1591205157","site":"mindshift","id":"58898","score":null,"sort":[1641284749000]},"guestAuthors":[],"slug":"retaining-and-sustaining-black-teachers","title":"Retaining and sustaining Black teachers","publishDate":1641284749,"format":"audio","headTitle":"Retaining and sustaining Black teachers | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though BTP focuses their support on Back teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely said.\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":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage.","status":"publish","parent":0,"modified":1700528700,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1364},"headData":{"title":"Retaining and sustaining Black teachers | KQED","description":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage."},"excludeFromSiteSearch":"Include","path":"/mindshift/58898/retaining-and-sustaining-black-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \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\">While the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though BTP focuses their support on Back teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely said.\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/58898/retaining-and-sustaining-black-teachers","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21357","mindshift_21130","mindshift_21848"],"tags":["mindshift_21198","mindshift_21250","mindshift_21455","mindshift_21027","mindshift_20794","mindshift_20610","mindshift_21223","mindshift_20865","mindshift_21213","mindshift_21398","mindshift_21263"],"featImg":"mindshift_58918","label":"mindshift_21847"},"mindshift_57720":{"type":"posts","id":"mindshift_57720","meta":{"index":"posts_1591205157","site":"mindshift","id":"57720","score":null,"sort":[1619078149000]},"guestAuthors":[],"slug":"how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","title":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'","publishDate":1619078149,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \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=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The pandemic has been stressful for millions of children. If that stress isn't buffered by caring adults, it can have lifelong consequences. There's a lot schools can do to keep that from happening. ","status":"publish","parent":0,"modified":1619078149,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":1984},"headData":{"title":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty' - MindShift","description":"The pandemic has been stressful for millions of children. If that stress isn't buffered by caring adults, it can have lifelong consequences. There's a lot schools can do to keep that from happening. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57720 https://ww2.kqed.org/mindshift/?p=57720","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/22/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty/","disqusTitle":"How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'","nprImageCredit":"Elissa Nadworny","nprByline":"Cory Turner and Christine Herman","nprImageAgency":"NPR","nprStoryId":"989056927","nprApiLink":"http://api.npr.org/query?id=989056927&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/04/21/989056927/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty?ft=nprml&f=989056927","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Apr 2021 13:13:00 -0400","nprStoryDate":"Wed, 21 Apr 2021 05:00:55 -0400","nprLastModifiedDate":"Wed, 21 Apr 2021 13:13:34 -0400","path":"/mindshift/57720/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\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>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \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=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57720/how-schools-can-help-kids-heal-after-a-year-of-crisis-and-uncertainty","authors":["byline_mindshift_57720"],"categories":["mindshift_21280"],"tags":["mindshift_21027","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_841","mindshift_21359","mindshift_943"],"featImg":"mindshift_57723","label":"mindshift"},"mindshift_57540":{"type":"posts","id":"mindshift_57540","meta":{"index":"posts_1591205157","site":"mindshift","id":"57540","score":null,"sort":[1617694033000]},"guestAuthors":[],"slug":"why-setting-boundaries-is-helpful-for-teachers-and-their-students","title":"Why Setting Boundaries is Helpful for Teachers and Their Students","publishDate":1617694033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","status":"publish","parent":0,"modified":1617427659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2436},"headData":{"title":"Why Setting Boundaries is Helpful for Teachers and Their Students - MindShift","description":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57540 https://ww2.kqed.org/mindshift/?p=57540","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/06/why-setting-boundaries-is-helpful-for-teachers-and-their-students/","disqusTitle":"Why Setting Boundaries is Helpful for Teachers and Their Students","path":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\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\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\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>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21027","mindshift_20512","mindshift_20865","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57675","label":"mindshift"},"mindshift_57568":{"type":"posts","id":"mindshift_57568","meta":{"index":"posts_1591205157","site":"mindshift","id":"57568","score":null,"sort":[1616133199000]},"guestAuthors":[],"slug":"burnout-isnt-just-exhaustion-heres-how-to-deal-with-it","title":"Burnout Isn't Just Exhaustion. Here's How To Deal With It","publishDate":1616133199,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Whether working from home or not, many people are feeling burned out during the coronavirus pandemic.\u003c/p>\n\u003cp>A new survey found that nearly \u003ca href=\"https://hbr.org/2021/02/beyond-burned-out\">90%\u003c/a> of respondents in more than 40 countries felt that their work lives were getting worse during the pandemic. And more than 60% felt that they were experiencing burnout often or very often.\u003c/p>\n\u003cp>Workplace burnout was a growing problem in many professions even before the pandemic. For example, burnout has been \u003ca href=\"https://www.ahrq.gov/prevention/clinician/ahrq-works/burnout/index.html\">common among physicians\u003c/a> and health care workers for years.\u003c/p>\n\u003cp>In 2019, the World Health Organization brought some attention to the issue by \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/28/727637944/who-redefines-burnout-as-a-syndrome-linked-to-chronic-stress-at-work\">defining burnout as a syndrome\u003c/a> associated with chronic stress at work that goes unmanaged.\u003c/p>\n\u003cp>It's important to address burnout because it has serious consequences for individuals' mental health — it's a risk factor for depression, substance abuse and even suicide. Burnout can also be \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/joop.12296\">contagious\u003c/a> and often affects entire workplaces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We asked some of the top experts on the topic for tips to recognize and address burnout in oneself and in the workplace. Here's what they told us.\u003c/p>\n\u003cp>\u003cstrong>Burnout is more than you think. \u003c/strong>Psychologist \u003ca href=\"https://psychology.berkeley.edu/people/christina-maslach\">Christina Maslach \u003c/a>of the University of California, Berkeley has been studying job-related burnout since the 1970s. She says burnout is more than the exhaustion that people think defines the experience. In fact, burnout has three components. One is the exhaustion — physical and emotional — you feel when you've been too stressed at work for too long. But burnout also comes with a feeling of cynicism about work. \"You know, it's ... 'take this job and shove it' sort of thing,\" says Maslach. \"And you begin to switch from trying to do your very best all the time to do the bare minimum.\"\u003c/p>\n\u003cp>The third component, she says, is when you start to blame yourself for it. \"Thinking, 'What has gone wrong with me?' 'Why am I not good at this?' 'Why can't I handle it?' \"\u003c/p>\n\u003cp>\u003cstrong>Spot the signs of burnout and regain some control.\u003c/strong> One way to catch the early signs is to make a daily practice of asking yourself multiple times during your workday how you are feeling, says Dr. \u003ca href=\"https://www.drjessigold.com/\">Jessi Gold\u003c/a>, a psychiatrist at the Washington University in St. Louis.\u003c/p>\n\u003cp>\"It can even be helpful to sort of note your mood throughout the day,\" says Gold. \"Like, 'Every time I have a meeting with so-and-so, I feel horrible, and then every time I'm with this person or doing this thing, that's where I find most meaning.' \"\u003c/p>\n\u003cp>Lack of control is one factor in causing burnout, so knowing those things can help you find ways to reduce the more stressful parts of your job or find ways to buffer the stressful bits with things you enjoy.\u003c/p>\n\u003cp>For people working from home during the pandemic, Gold suggests creating a workday routine like you had when you worked from an office. \"Get up at the same time, get dressed,\" she says. \"Sometimes even pretend-commute. So get up, go for a walk, like you would go for a commute.\"\u003c/p>\n\u003cp>This helps put boundaries between work and life and helps you have some control over your day.\u003c/p>\n\u003cp>\u003cstrong>Know when you're working too much. \u003c/strong>A heavy workload is another big risk factor for burnout, says Maslach. \"You have way too much to do. You don't have enough resources to actually do the job well. You don't have enough time.\" As a result, your brain and body are perpetually stressed and after a while are unable to perform as well.\u003c/p>\n\u003cp>So it's important to take breaks, says Dr. \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=21901\">Gaurava Agarwal\u003c/a>, a psychiatrist and well-being coach with Northwestern University's Feinberg School of Medicine and the director of physician well-being.\u003c/p>\n\u003cp>We need to make sure \"we are resting and calming our brain down because brains aren't designed to work this hard, this long, chronically,\" he says. \"And so taking that five minutes in an hour or one day a week to your ability to recuperate is going to be a big part of dealing with that exhaustion.\"\u003c/p>\n\u003cp>\u003cstrong>Employers and managers need to address burnout. \u003c/strong>Workplace culture has a huge impact on burnout, says Maslach. The absence of reward or recognition in the workplace, lack of social support or a sense of community, and the presence of unfairness, bullying and discrimination increase risk of burnout. That's why Maslach and other researchers say that burnout is a systemic issue and that organizations need to take a systemwide approach to addressing it.\u003c/p>\n\u003cp>For example, a 2019 \u003ca href=\"https://nam.edu/event/taking-action-against-clinician-burnout-a-systems-approach-to-professional-well-being-report-release-event/\">National Academy of Medicine report \u003c/a>on burnout in the health care industry recommended that organizations address the root causes of burnout, say by making workloads more manageable, by providing incentives for more collaboration and teamwork, and by creating an organization-wide culture where employees feel safe.\u003c/p>\n\u003cp>Agarwal also encourages leaders in workplaces to talk openly and compassionately about burnout, especially now, during the pandemic. \"By being transparent, by being compassionate, by showing grief, leadership, what you're doing is you're building the sense that we are in this together and we are going to get through this together,\" he says. \"And we have frankly gotten through difficult times before. So what happens is people start leveraging those experiences. And in some ways, that's the heart of resilience.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/776533008/andee-tagle\">\u003cem>Andee Tagle\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\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=Burnout+Isn%27t+Just+Exhaustion.+Here%27s+How+To+Deal+With+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Burnout is common across the globe, and the pandemic has only exacerbated it. In this episode, experts unpack the signs of burnout and how you can gain more control over your work and your life.","status":"publish","parent":0,"modified":1616133226,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":940},"headData":{"title":"Burnout Isn't Just Exhaustion. Here's How To Deal With It - MindShift","description":"Burnout is common across the globe, and the pandemic has only exacerbated it. In this episode, experts unpack the signs of burnout and how you can gain more control over your work and your life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57568 https://ww2.kqed.org/mindshift/?p=57568","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/18/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it/","disqusTitle":"Burnout Isn't Just Exhaustion. Here's How To Deal With It","nprByline":"Rhitu Chatterjee and Andee Tagle","nprImageAgency":"Photo illustration by Becky Harlan/NPR","nprStoryId":"974787023","nprApiLink":"http://api.npr.org/query?id=974787023&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/08/974787023/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it?ft=nprml&f=974787023","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Mar 2021 00:03:00 -0400","nprStoryDate":"Thu, 18 Mar 2021 00:03:39 -0400","nprLastModifiedDate":"Wed, 17 Mar 2021 22:29:41 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210318_lifekit_lifekit_burnout__-_final_new.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1281&p=510338&story=974787023&t=podcast&e=974787023&ft=nprml&f=974787023","nprAudioM3u":"http://api.npr.org/m3u/1978440031-8ce259.m3u?orgId=1&topicId=1128&aggIds=676529561&d=1281&p=510338&story=974787023&t=podcast&e=974787023&ft=nprml&f=974787023","path":"/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210318_lifekit_lifekit_burnout__-_final_new.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1281&p=510338&story=974787023&t=podcast&e=974787023&ft=nprml&f=974787023","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whether working from home or not, many people are feeling burned out during the coronavirus pandemic.\u003c/p>\n\u003cp>A new survey found that nearly \u003ca href=\"https://hbr.org/2021/02/beyond-burned-out\">90%\u003c/a> of respondents in more than 40 countries felt that their work lives were getting worse during the pandemic. And more than 60% felt that they were experiencing burnout often or very often.\u003c/p>\n\u003cp>Workplace burnout was a growing problem in many professions even before the pandemic. For example, burnout has been \u003ca href=\"https://www.ahrq.gov/prevention/clinician/ahrq-works/burnout/index.html\">common among physicians\u003c/a> and health care workers for years.\u003c/p>\n\u003cp>In 2019, the World Health Organization brought some attention to the issue by \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/28/727637944/who-redefines-burnout-as-a-syndrome-linked-to-chronic-stress-at-work\">defining burnout as a syndrome\u003c/a> associated with chronic stress at work that goes unmanaged.\u003c/p>\n\u003cp>It's important to address burnout because it has serious consequences for individuals' mental health — it's a risk factor for depression, substance abuse and even suicide. Burnout can also be \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/joop.12296\">contagious\u003c/a> and often affects entire workplaces.\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>We asked some of the top experts on the topic for tips to recognize and address burnout in oneself and in the workplace. Here's what they told us.\u003c/p>\n\u003cp>\u003cstrong>Burnout is more than you think. \u003c/strong>Psychologist \u003ca href=\"https://psychology.berkeley.edu/people/christina-maslach\">Christina Maslach \u003c/a>of the University of California, Berkeley has been studying job-related burnout since the 1970s. She says burnout is more than the exhaustion that people think defines the experience. In fact, burnout has three components. One is the exhaustion — physical and emotional — you feel when you've been too stressed at work for too long. But burnout also comes with a feeling of cynicism about work. \"You know, it's ... 'take this job and shove it' sort of thing,\" says Maslach. \"And you begin to switch from trying to do your very best all the time to do the bare minimum.\"\u003c/p>\n\u003cp>The third component, she says, is when you start to blame yourself for it. \"Thinking, 'What has gone wrong with me?' 'Why am I not good at this?' 'Why can't I handle it?' \"\u003c/p>\n\u003cp>\u003cstrong>Spot the signs of burnout and regain some control.\u003c/strong> One way to catch the early signs is to make a daily practice of asking yourself multiple times during your workday how you are feeling, says Dr. \u003ca href=\"https://www.drjessigold.com/\">Jessi Gold\u003c/a>, a psychiatrist at the Washington University in St. Louis.\u003c/p>\n\u003cp>\"It can even be helpful to sort of note your mood throughout the day,\" says Gold. \"Like, 'Every time I have a meeting with so-and-so, I feel horrible, and then every time I'm with this person or doing this thing, that's where I find most meaning.' \"\u003c/p>\n\u003cp>Lack of control is one factor in causing burnout, so knowing those things can help you find ways to reduce the more stressful parts of your job or find ways to buffer the stressful bits with things you enjoy.\u003c/p>\n\u003cp>For people working from home during the pandemic, Gold suggests creating a workday routine like you had when you worked from an office. \"Get up at the same time, get dressed,\" she says. \"Sometimes even pretend-commute. So get up, go for a walk, like you would go for a commute.\"\u003c/p>\n\u003cp>This helps put boundaries between work and life and helps you have some control over your day.\u003c/p>\n\u003cp>\u003cstrong>Know when you're working too much. \u003c/strong>A heavy workload is another big risk factor for burnout, says Maslach. \"You have way too much to do. You don't have enough resources to actually do the job well. You don't have enough time.\" As a result, your brain and body are perpetually stressed and after a while are unable to perform as well.\u003c/p>\n\u003cp>So it's important to take breaks, says Dr. \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=21901\">Gaurava Agarwal\u003c/a>, a psychiatrist and well-being coach with Northwestern University's Feinberg School of Medicine and the director of physician well-being.\u003c/p>\n\u003cp>We need to make sure \"we are resting and calming our brain down because brains aren't designed to work this hard, this long, chronically,\" he says. \"And so taking that five minutes in an hour or one day a week to your ability to recuperate is going to be a big part of dealing with that exhaustion.\"\u003c/p>\n\u003cp>\u003cstrong>Employers and managers need to address burnout. \u003c/strong>Workplace culture has a huge impact on burnout, says Maslach. The absence of reward or recognition in the workplace, lack of social support or a sense of community, and the presence of unfairness, bullying and discrimination increase risk of burnout. That's why Maslach and other researchers say that burnout is a systemic issue and that organizations need to take a systemwide approach to addressing it.\u003c/p>\n\u003cp>For example, a 2019 \u003ca href=\"https://nam.edu/event/taking-action-against-clinician-burnout-a-systems-approach-to-professional-well-being-report-release-event/\">National Academy of Medicine report \u003c/a>on burnout in the health care industry recommended that organizations address the root causes of burnout, say by making workloads more manageable, by providing incentives for more collaboration and teamwork, and by creating an organization-wide culture where employees feel safe.\u003c/p>\n\u003cp>Agarwal also encourages leaders in workplaces to talk openly and compassionately about burnout, especially now, during the pandemic. \"By being transparent, by being compassionate, by showing grief, leadership, what you're doing is you're building the sense that we are in this together and we are going to get through this together,\" he says. \"And we have frankly gotten through difficult times before. So what happens is people start leveraging those experiences. And in some ways, that's the heart of resilience.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/776533008/andee-tagle\">\u003cem>Andee Tagle\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\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=Burnout+Isn%27t+Just+Exhaustion.+Here%27s+How+To+Deal+With+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it","authors":["byline_mindshift_57568"],"categories":["mindshift_21280"],"tags":["mindshift_21027","mindshift_20865","mindshift_21398"],"featImg":"mindshift_57569","label":"mindshift"},"mindshift_55127":{"type":"posts","id":"mindshift_55127","meta":{"index":"posts_1591205157","site":"mindshift","id":"55127","score":null,"sort":[1578553940000]},"guestAuthors":[],"slug":"safeguarding-the-mental-health-of-teachers","title":"Safeguarding the Mental Health of Teachers","publishDate":1578553940,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"uk-media-detail__paragraphs\">\n\u003cdiv class=\"paragraphs-items paragraphs-items-field-paragraphs paragraphs-items-field-paragraphs-full paragraphs-items-full\">\n\u003cdiv class=\"field field-name-field-paragraphs field-type-paragraphs field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers tell their students that \u003ca href=\"https://www.edsurge.com/news/2019-08-07-new-study-shows-where-growth-mindset-training-works-and-where-it-doesn-t\">mindset\u003c/a> matters. Yet teachers do not always allow themselves space to receive those same messages of reflection and self-care.\u003c/p>\n\u003cp>\u003cstrong>Henry Seton\u003c/strong>, a longtime high school teacher and department head, learned that firsthand. In a courageous and insightful \u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct19/vol77/num02/The-Elephant-in-the-Classroom.aspx\">essay in \u003cem>Educational Leadership\u003c/em>\u003c/a>, Seton explored the hurdles that teachers face — especially those who work in schools in high-poverty settings — in safeguarding their mental health. He also revealed the challenges he’d faced in his own life.\u003c/p>\n\u003cp>“Teachers are attuned to the social-emotional wellbeing of our students and trained to monitor for signs such as trauma, anxiety, bullying, or microaggressions,” he wrote. “Yet we are still just learning how to discuss a huge, lurking threat to our work: our own mental health.”\u003c/p>\n\u003cp>Usable Knowledge sat down with Seton, who earned his master's degree at the Harvard Graduate School of Education last May, to talk about the ways in which school communities can both hinder and support the wellbeing of their members.\u003c/p>\n\u003ch2>Where do you think the silence around teacher mental health originates from?\u003c/h2>\n\u003cp>I think so many educators, especially in high-poverty settings, are barely holding on as is. To acknowledge, head on, where we are in terms of our mental health might not be something we feel like we can bear. High-poverty schools also often attract a certain type of intensity junkie who loves the intensity of that work — a person who, previously, has always been able to get through it. Talking about issues of mental health can be seen as a weakness and there’s this mentality of “I just need to be tougher. I just need to work harder and work smarter.”\u003c/p>\n\u003ch2>How have you seen that mindset translate into a school culture? Did you feel equipped, at an early stage in your career, to handle it?\u003c/h2>\n\u003cp>I worked for a decade at a young charter school that, like many young start-up organizations, had a blurring of work-life boundaries. It was predominately young people in their twenties, and we were all super mission-oriented, very energetic, very committed. I think we came into the work with a lot of unprocessed insecurities, whether it was our desire to be a savior or issues of our own guilt, that we were never doing enough. Just like open offices today, you see who gets there earliest, you see who stays there latest.\u003c/p>\n\u003cp>And there’s always this feeling that you could be doing more. Instead of the neighbor’s grass being greener, it’s the classroom next door that’s always operating at a higher level than yours. We all loved each other and worked hard to support each other but intimidated each other to death. It drove us to wonderful growth and phenomenal outcomes for students. Also, at times, it burnt through our emotional resilience and destabilized our emotional constancy with one another and with students. It affected our mental health. As the school transitioned, it did learn how to support teachers over time, but that transition is difficult for all sorts of schools and organizations.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>How do schools perpetuate the silence around teacher wellbeing — and how might schools break that silence?\u003c/h2>\n\u003cp>It’s not uncommon to have school leaders who sometimes sleep in their offices because they’re so busy, who don’t take a single break during the day. I want to name school leaders, in particular, as people who can steer the conversation. They often model, I think unintentionally, that we can’t take breaks, we can’t ease up, we need to always be going full throttle. That trickles down in organizations to the point where we feel we can’t attend to ourselves.\u003c/p>\n\u003ch2>What do you see as the first step toward making teaching more sustainable?\u003c/h2>\n\u003cp>Technology makes it so easy to stay connected with the work, but this can also make it hard to find balance. If we could double the amount of time teachers stay in high-poverty settings, we would change the education sector so much. In order to stay in this game — which is something I want to do for my whole life — teachers need to have boundaries. Veteran teachers, in order to survive, inevitably learn how to erect boundaries. But young teachers in younger schools don’t always have the model of boundary setting. There are not as many older teacher colleagues with children who, by necessity, set stricter boundaries.\u003c/p>\n\u003ch2>You mentioned school leaders as being a group that had a lot of influence over how issues around teacher mental health and wellbeing are talked about in a school community. What else might leaders do?\u003c/h2>\n\u003cp>I believe the number one step is leaders talking about these issues more vulnerably. I was really impressed by \u003ca href=\"https://www.evamoskowitz.com/\" rel=\"nofollow\">Eva Moskowitz\u003c/a> of Success Academy Charter Schools. She has a reputation for being very hard-driving in terms of how she leads her organization, but she spoke in her memoir about the importance of therapists for teachers to be able to process this work, which I thought was phenomenal. It’s just so rare in the high-performing charter space and high-poverty settings that school leaders talk about seeing therapists or the importance of mindfulness practices, let alone practice vulnerability in front of their staff. And I think that’s so critical because it gives everybody else that permission to discuss this…. Leaders need to regularly gather input around the stress points for teachers and respond to it. Healthcare plans for teachers should allow access to free or minimal copay mental health services. And there needs to be a space for teachers to process the intensity of their work.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>\u003cstrong>How could that space be created?\u003c/strong>\u003c/h2>\n\u003cp>The most important thing we can do for each other is just to listen. If we have the bandwidth and time to just stop and listen to a colleague, that’s just such an important first step towards healing and wholeness. Listening dyads are connected to the Buddhist tradition. You just listen and you don’t need to say anything or even respond. Then, if colleagues are open to it, you can talk towards some action steps.\u003c/p>\n\u003ch2>Where might people begin to find resources, supports, and answers to questions?\u003c/h2>\n\u003cp>I see more colleagues starting to talk about issues related to mental health. I feel like terms like mindfulness, vulnerability, and self-compassion are coming up more in teacher spaces. The number one place I’d start is Elena Aguilar’s work on cultivating resilience in educators. It is the best introduction to a myriad of practices that support teacher mental health — everything from mindfulness, to compassion, gratitude. Authors like Brené Brown have appeared in TED Talks that have helped bring attention to it. But I think there’s still more we can do — we’re still not discussing it enough.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__resource-list__stage entity entity-paragraphs-item paragraphs-item-resource-list\">\n\u003cdiv class=\"paragraph__resource-list__boundary\">\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">Additional Resources:\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/18/09/harvard-edcast-demoralized-not-drained\" data-resource-type=\"link\">A recent Harvard EdCast explores why teachers leave the profession and how leaders can better provide support\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/ed/19/01/5-easy-steps-helping-early-childhood-educators-de-stress\" data-resource-type=\"link\">Harvard Ed. Magazine offers tips for early childhood educators to practice mindfulness and destress\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/uk/19/08/helping-new-teachers-thrive\" data-resource-type=\"link\">A guide to helping first-year teachers cultivate resilience \u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"uk-media-detail__comments-stage\">\n\u003cdiv class=\"uk-media-detail__comments-boundary\">\n\u003cdiv id=\"fb-root\" class=\" fb_reset\">\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003c/div>\n\u003cdiv class=\"fb-comments fb_iframe_widget fb_iframe_widget_fluid_desktop\" data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Why it's important for teachers — and their schools — to create space to acknowledge and respond to the stress of the job.","status":"publish","parent":0,"modified":1578553940,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1269},"headData":{"title":"Safeguarding the Mental Health of Teachers | KQED","description":"Why it's important for teachers — and their schools — to create space to acknowledge and respond to the stress of the job.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55127 https://ww2.kqed.org/mindshift/?p=55127","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/08/safeguarding-the-mental-health-of-teachers/","disqusTitle":"Safeguarding the Mental Health of Teachers","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55127/safeguarding-the-mental-health-of-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"uk-media-detail__paragraphs\">\n\u003cdiv class=\"paragraphs-items paragraphs-items-field-paragraphs paragraphs-items-field-paragraphs-full paragraphs-items-full\">\n\u003cdiv class=\"field field-name-field-paragraphs field-type-paragraphs field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers tell their students that \u003ca href=\"https://www.edsurge.com/news/2019-08-07-new-study-shows-where-growth-mindset-training-works-and-where-it-doesn-t\">mindset\u003c/a> matters. Yet teachers do not always allow themselves space to receive those same messages of reflection and self-care.\u003c/p>\n\u003cp>\u003cstrong>Henry Seton\u003c/strong>, a longtime high school teacher and department head, learned that firsthand. In a courageous and insightful \u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct19/vol77/num02/The-Elephant-in-the-Classroom.aspx\">essay in \u003cem>Educational Leadership\u003c/em>\u003c/a>, Seton explored the hurdles that teachers face — especially those who work in schools in high-poverty settings — in safeguarding their mental health. He also revealed the challenges he’d faced in his own life.\u003c/p>\n\u003cp>“Teachers are attuned to the social-emotional wellbeing of our students and trained to monitor for signs such as trauma, anxiety, bullying, or microaggressions,” he wrote. “Yet we are still just learning how to discuss a huge, lurking threat to our work: our own mental health.”\u003c/p>\n\u003cp>Usable Knowledge sat down with Seton, who earned his master's degree at the Harvard Graduate School of Education last May, to talk about the ways in which school communities can both hinder and support the wellbeing of their members.\u003c/p>\n\u003ch2>Where do you think the silence around teacher mental health originates from?\u003c/h2>\n\u003cp>I think so many educators, especially in high-poverty settings, are barely holding on as is. To acknowledge, head on, where we are in terms of our mental health might not be something we feel like we can bear. High-poverty schools also often attract a certain type of intensity junkie who loves the intensity of that work — a person who, previously, has always been able to get through it. Talking about issues of mental health can be seen as a weakness and there’s this mentality of “I just need to be tougher. I just need to work harder and work smarter.”\u003c/p>\n\u003ch2>How have you seen that mindset translate into a school culture? Did you feel equipped, at an early stage in your career, to handle it?\u003c/h2>\n\u003cp>I worked for a decade at a young charter school that, like many young start-up organizations, had a blurring of work-life boundaries. It was predominately young people in their twenties, and we were all super mission-oriented, very energetic, very committed. I think we came into the work with a lot of unprocessed insecurities, whether it was our desire to be a savior or issues of our own guilt, that we were never doing enough. Just like open offices today, you see who gets there earliest, you see who stays there latest.\u003c/p>\n\u003cp>And there’s always this feeling that you could be doing more. Instead of the neighbor’s grass being greener, it’s the classroom next door that’s always operating at a higher level than yours. We all loved each other and worked hard to support each other but intimidated each other to death. It drove us to wonderful growth and phenomenal outcomes for students. Also, at times, it burnt through our emotional resilience and destabilized our emotional constancy with one another and with students. It affected our mental health. As the school transitioned, it did learn how to support teachers over time, but that transition is difficult for all sorts of schools and organizations.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>How do schools perpetuate the silence around teacher wellbeing — and how might schools break that silence?\u003c/h2>\n\u003cp>It’s not uncommon to have school leaders who sometimes sleep in their offices because they’re so busy, who don’t take a single break during the day. I want to name school leaders, in particular, as people who can steer the conversation. They often model, I think unintentionally, that we can’t take breaks, we can’t ease up, we need to always be going full throttle. That trickles down in organizations to the point where we feel we can’t attend to ourselves.\u003c/p>\n\u003ch2>What do you see as the first step toward making teaching more sustainable?\u003c/h2>\n\u003cp>Technology makes it so easy to stay connected with the work, but this can also make it hard to find balance. If we could double the amount of time teachers stay in high-poverty settings, we would change the education sector so much. In order to stay in this game — which is something I want to do for my whole life — teachers need to have boundaries. Veteran teachers, in order to survive, inevitably learn how to erect boundaries. But young teachers in younger schools don’t always have the model of boundary setting. There are not as many older teacher colleagues with children who, by necessity, set stricter boundaries.\u003c/p>\n\u003ch2>You mentioned school leaders as being a group that had a lot of influence over how issues around teacher mental health and wellbeing are talked about in a school community. What else might leaders do?\u003c/h2>\n\u003cp>I believe the number one step is leaders talking about these issues more vulnerably. I was really impressed by \u003ca href=\"https://www.evamoskowitz.com/\" rel=\"nofollow\">Eva Moskowitz\u003c/a> of Success Academy Charter Schools. She has a reputation for being very hard-driving in terms of how she leads her organization, but she spoke in her memoir about the importance of therapists for teachers to be able to process this work, which I thought was phenomenal. It’s just so rare in the high-performing charter space and high-poverty settings that school leaders talk about seeing therapists or the importance of mindfulness practices, let alone practice vulnerability in front of their staff. And I think that’s so critical because it gives everybody else that permission to discuss this…. Leaders need to regularly gather input around the stress points for teachers and respond to it. Healthcare plans for teachers should allow access to free or minimal copay mental health services. And there needs to be a space for teachers to process the intensity of their work.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>\u003cstrong>How could that space be created?\u003c/strong>\u003c/h2>\n\u003cp>The most important thing we can do for each other is just to listen. If we have the bandwidth and time to just stop and listen to a colleague, that’s just such an important first step towards healing and wholeness. Listening dyads are connected to the Buddhist tradition. You just listen and you don’t need to say anything or even respond. Then, if colleagues are open to it, you can talk towards some action steps.\u003c/p>\n\u003ch2>Where might people begin to find resources, supports, and answers to questions?\u003c/h2>\n\u003cp>I see more colleagues starting to talk about issues related to mental health. I feel like terms like mindfulness, vulnerability, and self-compassion are coming up more in teacher spaces. The number one place I’d start is Elena Aguilar’s work on cultivating resilience in educators. It is the best introduction to a myriad of practices that support teacher mental health — everything from mindfulness, to compassion, gratitude. Authors like Brené Brown have appeared in TED Talks that have helped bring attention to it. But I think there’s still more we can do — we’re still not discussing it enough.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__resource-list__stage entity entity-paragraphs-item paragraphs-item-resource-list\">\n\u003cdiv class=\"paragraph__resource-list__boundary\">\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">Additional Resources:\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/18/09/harvard-edcast-demoralized-not-drained\" data-resource-type=\"link\">A recent Harvard EdCast explores why teachers leave the profession and how leaders can better provide support\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/ed/19/01/5-easy-steps-helping-early-childhood-educators-de-stress\" data-resource-type=\"link\">Harvard Ed. Magazine offers tips for early childhood educators to practice mindfulness and destress\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.gse.harvard.edu/news/uk/19/08/helping-new-teachers-thrive\" data-resource-type=\"link\">A guide to helping first-year teachers cultivate resilience \u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"uk-media-detail__comments-stage\">\n\u003cdiv class=\"uk-media-detail__comments-boundary\">\n\u003cdiv id=\"fb-root\" class=\" fb_reset\">\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003c/div>\n\u003cdiv class=\"fb-comments fb_iframe_widget fb_iframe_widget_fluid_desktop\" data-width=\"100%\" data-href=\"http://www.gse.harvard.edu/news/uk/19/12/safeguarding-mental-health-teachers\" data-numposts=\"5\" data-colorscheme=\"light\">\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\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>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55127/safeguarding-the-mental-health-of-teachers","authors":["byline_mindshift_55127"],"categories":["mindshift_192","mindshift_21280"],"tags":["mindshift_21027","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21038"],"featImg":"mindshift_55140","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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