The job market is changing. Here’s how educators can help students keep up.
When parents only focus on college admissions, essential skills can slip through the cracks
A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education
Recovery high schools help kids heal from addiction and build a positive future
How science class can inspire students to explore inequities in their communities
Young adults are struggling with their mental health. Is more childhood independence the answer?
Using “Dear Math” letters to overcome dread in math class
3 Ways K-12 teachers and counselors can support first-generation college students
Focusing on the Fifth Year to Help Students Graduate
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Here’s how educators can help students keep up.","publishDate":1704679258,"format":"standard","headTitle":"The job market is changing. Here’s how educators can help students keep up. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve, the percentage of recent graduates employed in roles that do not typically require a college degree \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">increased from 38% to 40%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \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\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What is the link between college and getting a job? According to researcher and former high school teacher Keith Benson, teachers need to talk more about hiring practices.","status":"publish","parent":0,"modified":1704408408,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1248},"headData":{"title":"The job market is changing. Here’s how educators can help students keep up. | KQED","description":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve, the percentage of recent graduates employed in roles that do not typically require a college degree \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">increased from 38% to 40%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \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\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \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\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \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\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","authors":["11721"],"categories":["mindshift_21445","mindshift_21357","mindshift_21504","mindshift_21694"],"tags":["mindshift_21844","mindshift_1023","mindshift_20818","mindshift_21261","mindshift_21189","mindshift_21305","mindshift_21811","mindshift_21810","mindshift_733","mindshift_146","mindshift_68","mindshift_21700","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62915","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_61877":{"type":"posts","id":"mindshift_61877","meta":{"index":"posts_1591205157","site":"mindshift","id":"61877","score":null,"sort":[1687360824000]},"guestAuthors":[],"slug":"a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education","publishDate":1687360824,"format":"standard","headTitle":"A Mississippi teen’s podcast unpacks how the Jackson water crisis impacts education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","status":"publish","parent":0,"modified":1690807817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1284},"headData":{"title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education | KQED","description":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge."},"nprByline":"Cory Turner, Lauren Migaki, Janet W. Lee","nprImageAgency":"Imani Khayyam for NPR","nprStoryId":"1181726312","nprApiLink":"http://api.npr.org/query?id=1181726312&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner?ft=nprml&f=1181726312","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Jun 2023 10:34:00 -0400","nprStoryDate":"Wed, 21 Jun 2023 10:33:00 -0400","nprLastModifiedDate":"Wed, 21 Jun 2023 10:34:05 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\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>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\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>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","authors":["byline_mindshift_61877"],"categories":["mindshift_21445","mindshift_21508","mindshift_20579","mindshift_195","mindshift_20874"],"tags":["mindshift_21124","mindshift_146","mindshift_21683","mindshift_21575","mindshift_74","mindshift_21685","mindshift_21684"],"featImg":"mindshift_61878","label":"mindshift"},"mindshift_61345":{"type":"posts","id":"mindshift_61345","meta":{"index":"posts_1591205157","site":"mindshift","id":"61345","score":null,"sort":[1680620162000]},"guestAuthors":[],"slug":"recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","title":"Recovery high schools help kids heal from addiction and build a positive future","publishDate":1680620162,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","status":"publish","parent":0,"modified":1680620162,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1295},"headData":{"title":"Recovery high schools help kids heal from addiction and build a positive future | KQED","description":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprImageCredit":"Stephanie Daniel","nprByline":"Stephanie Daniel","nprImageAgency":"KUNC","nprStoryId":"1167856499","nprApiLink":"http://api.npr.org/query?id=1167856499&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/04/04/1167856499/recovery-high-schools-help-kids-heal-from-an-addiction-and-build-a-future?ft=nprml&f=1167856499","nprRetrievedStory":"1","nprPubDate":"Tue, 04 Apr 2023 05:03:00 -0400","nprStoryDate":"Tue, 04 Apr 2023 05:03:38 -0400","nprLastModifiedDate":"Tue, 04 Apr 2023 05:03:38 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","authors":["byline_mindshift_61345"],"categories":["mindshift_21445","mindshift_21280","mindshift_21579","mindshift_20874"],"tags":["mindshift_21581","mindshift_21093","mindshift_146","mindshift_20865","mindshift_20761","mindshift_21580","mindshift_21582","mindshift_21159"],"featImg":"mindshift_61346","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60624":{"type":"posts","id":"mindshift_60624","meta":{"index":"posts_1591205157","site":"mindshift","id":"60624","score":null,"sort":[1671534019000]},"guestAuthors":[],"slug":"young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","title":"Young adults are struggling with their mental health. Is more childhood independence the answer? ","publishDate":1671534019,"format":"standard","headTitle":"Young adults are struggling with their mental health. Is more childhood independence the answer? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1707343381,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2396},"headData":{"title":"Young adults are struggling with their mental health. Is more childhood independence the answer? | KQED","description":"New research suggests improving college mental health may be helped by reshaping modern childhood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New research suggests improving college mental health may be helped by reshaping modern childhood."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \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\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","authors":["4445"],"categories":["mindshift_21445","mindshift_21280"],"tags":["mindshift_21093","mindshift_20589","mindshift_21612","mindshift_21261","mindshift_146","mindshift_21507","mindshift_21038","mindshift_21158"],"featImg":"mindshift_60626","label":"mindshift"},"mindshift_60108":{"type":"posts","id":"mindshift_60108","meta":{"index":"posts_1591205157","site":"mindshift","id":"60108","score":null,"sort":[1669716039000]},"guestAuthors":[],"slug":"using-dear-math-letters-to-overcome-dread-in-math-class","title":"Using “Dear Math” letters to overcome dread in math class","publishDate":1669716039,"format":"standard","headTitle":"Using “Dear Math” letters to overcome dread in math class | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \u003c/span>\u003c/i>\u003ca href=\"https://www.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Math anxiety is prevalent in American classrooms. In their book \"Dear Math,\" Sarah Strong and Gigi Butterfield share how writing letters to math can start conversations that help teachers unpack students' feelings about the subject.","status":"publish","parent":0,"modified":1703019977,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1205},"headData":{"title":"Using “Dear Math” letters to overcome dread in math class | KQED","description":"Writing letters to math can start conversations about a subject that causes many students anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Writing letters to math can start conversations about a subject that causes many students anxiety."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60108/using-dear-math-letters-to-overcome-dread-in-math-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \u003c/span>\u003c/i>\u003ca href=\"https://www.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \u003c/span>\u003c/i>\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\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60108/using-dear-math-letters-to-overcome-dread-in-math-class","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_146","mindshift_21341","mindshift_21015","mindshift_392","mindshift_20893"],"featImg":"mindshift_60416","label":"mindshift"},"mindshift_60127":{"type":"posts","id":"mindshift_60127","meta":{"index":"posts_1591205157","site":"mindshift","id":"60127","score":null,"sort":[1669629628000]},"guestAuthors":[],"slug":"3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students","title":"3 Ways K-12 teachers and counselors can support first-generation college students","publishDate":1669629628,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, school counselor Kimberly Brown worked with a student who was offered a college athletic scholarship. \"He had a tremendous opportunity in front of him that could change the trajectory of his life,\" she said. But the student was thinking of turning it down. When Brown spoke with the student's father, who hadn’t finished high school, he said he had friends who went to college and were doing worse than him. \"He could not fathom why it was so important for [his son] to do this,\" she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking at the \u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener noreferrer\">American School Counselors Association\u003c/a> national conference in July, Brown said that it’s not her place to make decisions for a student, but she did try to \"flood him with information.\" She talked him through scenarios, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you go to this school, this might be the life you might have…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you finish with this degree, this would be the starting salary…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you stay here, what will you do?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After considering the example he wanted to set for his younger siblings, the student accepted the scholarship. But it wasn’t the first or last time Brown has helped students navigate family discouragement around college. And those aren’t the only hurdles for \u003ca href=\"https://www.kqed.org/mindshift/54801/first-gen-proud-campuses-are-celebrating-an-overlooked-group-but-is-that-enough\" target=\"_blank\" rel=\"noopener noreferrer\">first-generation college students\u003c/a>. Brown said educators can support these students by making it clear that higher education is an option, demystifying the admissions process and checking in with them between acceptance and departure.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make college an option\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brown, \u003c/span>a first-generation college graduate herself, works at Greenville County Schools in South Carolina. There, she organizes small groups for potential first-generation college-goers to plan their futures. In at least one meeting each year, she opens the floor for students to share the negative messages they’ve heard about college. With several manufacturing plants in the vicinity, a lot of students have been told they don’t need college. They also hear stories about relatives or friends who went for a semester or two and didn’t finish.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We focus a lot on grades and test scores and the concrete stuff about college admissions. But students have to have a safe space to say out loud, ‘This is what I’m hearing. This is how it’s affecting me,’” Brown said\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">She said that e\u003c/span>\u003cspan style=\"font-weight: 400\">ducators should have compassion and not make assumptions about families, but also recognize how easily the discouraging narratives can outweigh a “Yes, you can” message about college. After listening, her strategy of flooding them with information begins. “They have to have ammunition to fight those things that they've been hearing for years.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help by sharing their own path to higher education. Whether they were first-generation students, enrolled directly after high school, got their degree after military service or went back to school after another career, it benefits students to hear those stories. “Some teachers are really good at that. They'll share their journey. They'll have things up in their room, their college memorabilia or things like that,” Brown said. These efforts can help students see that they are surrounded by adults who have been to college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The basics aren’t basic\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her small groups for first-generation students, Brown breaks down each step of the college admissions process. That includes explaining the differences between two-year, four-year and technical schools, describing different majors and degrees, walking students through applications and FAFSA completion and explaining the different types of financial aid. Informally, teachers and other adults in schools can demystify the process by talking about their own experiences choosing and applying to colleges, she said. Educators shouldn’t assume that students understand the vocabulary and stages they’re mentioning (“FAFSA,” “common app,” “major,” etc.), but explain them as they would any unfamiliar subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times these students don't have anybody to ask,” Brown said. “Have a plan for these kids. They need more, period. A lot of times it's us or nothing.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What happens after the acceptance letter\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When college acceptance letters start arriving in February, \"Oh it's nothing but glitz and glam,\" Brown said. \"But where is it by May? Gone.\" Educators need to be talking about what happens after the acceptance letter, too, she said. \"OK, you got in. Now what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Somewhere between 10 and 40% of students who intend to enroll at college \u003c/span>\u003ca href=\"https://sdp.cepr.harvard.edu/summer-melt-tools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">fail to do so\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to the Strategic Data Project at Harvard’s Center for Education Policy Research. This phenomenon is known as “\u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2022/08/12/summer-melt-college-student-enrollment/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">summer melt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and students from lower income levels are more susceptible to it. Much like all of the steps it takes to get into college, Brown said the unfamiliar terrain between college acceptance and campus move-in can be a barrier for first-generation students. “Sometimes they literally think they just show up,” she said. To help, educators can connect first-generation students to financial aid counselors to go over award packages, walk students through registering for classes and check in about orientation.\u003c/span>\u003c/p>\n\u003cp>Sometimes it takes even more hands-on involvement. Brown, for example, took her student who received the athletic scholarship shopping during the summer so that he would know what to buy for his dorm room. She also said she was prepared to drive him to campus if needed, but his dad did that.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While getting students to campus might be the finish line for high school counselors and teachers, Brown said the work should start long before that. She encouraged middle school staff to identify and encourage potential first-generation college students, too. She said to “just stop and drop gems,” such as telling them about majors or organizations related to their interests. “The more you can get to them before they start building a transcript, you are helping us and you're helping them.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"First-generation college students can face a variety of hurdles before they get to campuses, from not knowing how to apply to family discouragement. Educators can support first-generation college students by making it clear that higher education is an option, demystifying the admissions process, and checking in with them between acceptance and departure.","status":"publish","parent":0,"modified":1669602800,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1023},"headData":{"title":"3 Ways K-12 teachers and counselors can support first-generation college students - MindShift","description":"Before they get to university campuses, first-generation students may need encouragement and guidance from their middle and high school educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60127 https://ww2.kqed.org/mindshift/?p=60127","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/28/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students/","disqusTitle":"3 Ways K-12 teachers and counselors can support first-generation college students","excludeFromSiteSearch":"Include","path":"/mindshift/60127/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, school counselor Kimberly Brown worked with a student who was offered a college athletic scholarship. \"He had a tremendous opportunity in front of him that could change the trajectory of his life,\" she said. But the student was thinking of turning it down. When Brown spoke with the student's father, who hadn’t finished high school, he said he had friends who went to college and were doing worse than him. \"He could not fathom why it was so important for [his son] to do this,\" she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking at the \u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener noreferrer\">American School Counselors Association\u003c/a> national conference in July, Brown said that it’s not her place to make decisions for a student, but she did try to \"flood him with information.\" She talked him through scenarios, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you go to this school, this might be the life you might have…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you finish with this degree, this would be the starting salary…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you stay here, what will you do?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After considering the example he wanted to set for his younger siblings, the student accepted the scholarship. But it wasn’t the first or last time Brown has helped students navigate family discouragement around college. And those aren’t the only hurdles for \u003ca href=\"https://www.kqed.org/mindshift/54801/first-gen-proud-campuses-are-celebrating-an-overlooked-group-but-is-that-enough\" target=\"_blank\" rel=\"noopener noreferrer\">first-generation college students\u003c/a>. Brown said educators can support these students by making it clear that higher education is an option, demystifying the admissions process and checking in with them between acceptance and departure.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make college an option\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brown, \u003c/span>a first-generation college graduate herself, works at Greenville County Schools in South Carolina. There, she organizes small groups for potential first-generation college-goers to plan their futures. In at least one meeting each year, she opens the floor for students to share the negative messages they’ve heard about college. With several manufacturing plants in the vicinity, a lot of students have been told they don’t need college. They also hear stories about relatives or friends who went for a semester or two and didn’t finish.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We focus a lot on grades and test scores and the concrete stuff about college admissions. But students have to have a safe space to say out loud, ‘This is what I’m hearing. This is how it’s affecting me,’” Brown said\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">She said that e\u003c/span>\u003cspan style=\"font-weight: 400\">ducators should have compassion and not make assumptions about families, but also recognize how easily the discouraging narratives can outweigh a “Yes, you can” message about college. After listening, her strategy of flooding them with information begins. “They have to have ammunition to fight those things that they've been hearing for years.”\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\">Teachers can help by sharing their own path to higher education. Whether they were first-generation students, enrolled directly after high school, got their degree after military service or went back to school after another career, it benefits students to hear those stories. “Some teachers are really good at that. They'll share their journey. They'll have things up in their room, their college memorabilia or things like that,” Brown said. These efforts can help students see that they are surrounded by adults who have been to college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The basics aren’t basic\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her small groups for first-generation students, Brown breaks down each step of the college admissions process. That includes explaining the differences between two-year, four-year and technical schools, describing different majors and degrees, walking students through applications and FAFSA completion and explaining the different types of financial aid. Informally, teachers and other adults in schools can demystify the process by talking about their own experiences choosing and applying to colleges, she said. Educators shouldn’t assume that students understand the vocabulary and stages they’re mentioning (“FAFSA,” “common app,” “major,” etc.), but explain them as they would any unfamiliar subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times these students don't have anybody to ask,” Brown said. “Have a plan for these kids. They need more, period. A lot of times it's us or nothing.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What happens after the acceptance letter\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When college acceptance letters start arriving in February, \"Oh it's nothing but glitz and glam,\" Brown said. \"But where is it by May? Gone.\" Educators need to be talking about what happens after the acceptance letter, too, she said. \"OK, you got in. Now what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Somewhere between 10 and 40% of students who intend to enroll at college \u003c/span>\u003ca href=\"https://sdp.cepr.harvard.edu/summer-melt-tools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">fail to do so\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to the Strategic Data Project at Harvard’s Center for Education Policy Research. This phenomenon is known as “\u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2022/08/12/summer-melt-college-student-enrollment/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">summer melt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and students from lower income levels are more susceptible to it. Much like all of the steps it takes to get into college, Brown said the unfamiliar terrain between college acceptance and campus move-in can be a barrier for first-generation students. “Sometimes they literally think they just show up,” she said. To help, educators can connect first-generation students to financial aid counselors to go over award packages, walk students through registering for classes and check in about orientation.\u003c/span>\u003c/p>\n\u003cp>Sometimes it takes even more hands-on involvement. Brown, for example, took her student who received the athletic scholarship shopping during the summer so that he would know what to buy for his dorm room. She also said she was prepared to drive him to campus if needed, but his dad did that.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While getting students to campus might be the finish line for high school counselors and teachers, Brown said the work should start long before that. She encouraged middle school staff to identify and encourage potential first-generation college students, too. She said to “just stop and drop gems,” such as telling them about majors or organizations related to their interests. “The more you can get to them before they start building a transcript, you are helping us and you're helping them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60127/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students","authors":["11487"],"categories":["mindshift_21445"],"tags":["mindshift_21493","mindshift_21261","mindshift_21189","mindshift_21109","mindshift_21310","mindshift_146","mindshift_68","mindshift_21337"],"featImg":"mindshift_60394","label":"mindshift"},"mindshift_55457":{"type":"posts","id":"mindshift_55457","meta":{"index":"posts_1591205157","site":"mindshift","id":"55457","score":null,"sort":[1583505374000]},"guestAuthors":[],"slug":"focusing-on-the-fifth-year-to-help-students-graduate","title":"Focusing on the Fifth Year to Help Students Graduate","publishDate":1583505374,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"By making the fifth year more accommodating to students who have faced hardships, some schools in Indiana are helping students graduate. ","status":"publish","parent":0,"modified":1583505374,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":976},"headData":{"title":"Focusing on the Fifth Year to Help Students Graduate | KQED","description":"By making the fifth year more accommodating to students who have faced hardships, some schools in Indiana are helping students graduate. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55457 https://ww2.kqed.org/mindshift/?p=55457","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/06/focusing-on-the-fifth-year-to-help-students-graduate/","disqusTitle":"Focusing on the Fifth Year to Help Students Graduate","nprByline":"\u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/\">Dylan Peers McCoy, Chalkbeat\u003c/a>","path":"/mindshift/55457/focusing-on-the-fifth-year-to-help-students-graduate","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\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>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55457/focusing-on-the-fifth-year-to-help-students-graduate","authors":["byline_mindshift_55457"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_21340","mindshift_1040","mindshift_146","mindshift_21213"],"featImg":"mindshift_55458","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/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. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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