Overscheduling kids’ lives causes depression and anxiety, study finds
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Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\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\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62734":{"type":"posts","id":"mindshift_62734","meta":{"index":"posts_1591205157","site":"mindshift","id":"62734","score":null,"sort":[1700046055000]},"guestAuthors":[],"slug":"when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","title":"When parents only focus on college admissions, essential skills can slip through the cracks","publishDate":1700046055,"format":"standard","headTitle":"When parents only focus on college admissions, essential skills can slip through the cracks | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What are the keys to success beyond college admissions? In her book, “Erasing the Finish Line,” Ana Homayoun teaches parents to nurture essential skills like energy management, strong habits, and effective conversations for lifelong well-being.","status":"publish","parent":0,"modified":1700009476,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1382},"headData":{"title":"When parents only focus on college admissions, essential skills can slip through the cracks | KQED","description":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\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\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","authors":["11721"],"categories":["mindshift_21482","mindshift_21694","mindshift_21280","mindshift_21385"],"tags":["mindshift_21188","mindshift_21189","mindshift_21177","mindshift_21100","mindshift_21736","mindshift_21732","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_146","mindshift_21735","mindshift_20970","mindshift_52","mindshift_21213","mindshift_21234","mindshift_20725"],"featImg":"mindshift_62736","label":"mindshift"},"mindshift_61888":{"type":"posts","id":"mindshift_61888","meta":{"index":"posts_1591205157","site":"mindshift","id":"61888","score":null,"sort":[1687744821000]},"guestAuthors":[],"slug":"4-parenting-priorities-to-prevent-mental-health-summer-slide","title":"4 parenting priorities to prevent mental health 'summer slide'","publishDate":1687744821,"format":"standard","headTitle":"4 parenting priorities to prevent mental health ‘summer slide’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \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>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","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_47694":{"type":"posts","id":"mindshift_47694","meta":{"index":"posts_1591205157","site":"mindshift","id":"47694","score":null,"sort":[1494915108000]},"guestAuthors":[],"slug":"to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","title":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","publishDate":1494915108,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=cOVm7zBHJJY\u003c/p>\n\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-nQF587fvRM\u003c/p>\n\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"It's tough to deny the excitement students have about extracurricular activities. Harvard researchers explore ways to bring that excitement to more core subjects. ","status":"publish","parent":0,"modified":1494915841,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1128},"headData":{"title":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars | KQED","description":"It's tough to deny the excitement students have about extracurricular activities. Harvard researchers explore ways to bring that excitement to more core subjects. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47694 https://ww2.kqed.org/mindshift/?p=47694","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/15/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars/","disqusTitle":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","path":"/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cOVm7zBHJJY'\n title='//www.youtube.com/embed/cOVm7zBHJJY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-nQF587fvRM'\n title='//www.youtube.com/embed/-nQF587fvRM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\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>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","authors":["11330"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20653","mindshift_21100","mindshift_20784","mindshift_1040","mindshift_20641","mindshift_20772","mindshift_256"],"featImg":"mindshift_47806","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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And 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://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.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://ww2.kqed.org/app/uploads/2021/10/BBC_1400.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/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","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://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.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/2022/02/Consider-This_3000_V3-copy-scaled-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://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","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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