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School clinics bolster students’ mental health. So why aren’t there more?
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Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Overscheduling kids’ lives causes depression and anxiety, study finds","datePublished":"2024-02-05T11:00:37.000Z","dateModified":"2024-02-02T19:05:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62649":{"type":"posts","id":"mindshift_62649","meta":{"index":"posts_1591205157","site":"mindshift","id":"62649","score":null,"sort":[1698129305000]},"guestAuthors":[],"slug":"mental-health-tools-for-tweens-by-phyllis-fagell","title":"Mental health tools that can help middle schoolers get a better perspective","publishDate":1698129305,"format":"audio","headTitle":"Mental health tools that can help middle schoolers get a better perspective | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">MIDDLE SCHOOL SUPERPOWERS: Raising Resilient Tweens in Turbulent Times by Phyllis L. Fagell\u003c/a>.” Copyright © 2023. Available from Hachette Go, an imprint of Hachette Book Group, Inc.\u003c/em>\u003c/p>\n\u003ch2>Challenge distorted thinking\u003c/h2>\n\u003cp>Tweens think they wouldn’t lie to themselves, but they do. They can catastrophize, think in all-or-nothing terms, jump to conclusions, overgeneralize, discount the positive, or blame themselves or others when something goes wrong, to name a few common thinking errors. For instance, if ten people tell a kid that they love their haircut, but one person says, “I see you got a haircut,” they might spend the rest of the day trying to decipher the one ambiguous comment. If a teacher changes a kid’s seat because they’re disruptive, the kid might conclude that the relationship is irreparably damaged. Or if they bomb a history test, they might think, “I suck at history and the teacher clearly hates me, so what’s the point?” That kind of defeatist, unproductive thinking serves only to worsen their suffering.\u003c/p>\n\u003cp>At the core of cognitive behavioral therapy (CBT) is the idea that how you think impacts how you feel and act. In other words, your thoughts determine your feelings and behavior. That’s why it’s so important to help your middle schooler learn to recognize when their thoughts are out of whack. If that kid who failed the history test adopted a more realistic stance, for instance, he might realize, “It’s not going to be fun to tell my parents that I failed, and I’m embarrassed and upset, but it’s literally a history test now. Next time, maybe I could ask the teacher for help or join a study group.”\u003c/p>\n\u003cp>As I tell kids, being ruthlessly self-critical is like bullying yourself. When I facilitate Worrybusters groups at school, I might ask students, “If I could listen in on what you tell yourself when you’re really beating yourself up, what would I hear?” After students share their self-critical thoughts with peers, they’re often surprised but relieved that others are equally hard on themselves. They also realize they’d never talk to a friend the way they talk to themselves, and they develop more self-compassion. (As another side benefit, the kids typically bend over backward to compliment one another.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62650\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-800x1200.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1020x1530.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-768x1152.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1024x1536.jpeg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1365x2048.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Once you bring your child’s thoughts to the surface, teach them how to talk back to their inner critic. If they’re telling themselves, “I’m not smart enough to be in the advanced math class” or “I want to go to the party, but I’ll be too awkward to talk to anyone,” ask them questions such as “How useful is it to get caught up thinking that way? What’s the best-case scenario? What’s the evidence that the worst will happen? What’s the evidence it won’t happen? What resources or help would you need to cope with the worst-case scenario? Have you ever been in a similar situation? How did you handle it? Have you seen anyone else experience something similar and come out OK? How did they deal with it?” You also can ask them how they’d reassure a friend who felt the same way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The goal is to help them recognize when they’re thinking in extremes and then challenge the thought. If they say they’re “a total failure,” for instance, point out that “I’m a failure” and “I’m a success” are not the only two options. Someone can “succeed” in one area and “fail” at something else. Or as I told a sixth-grade girl who was disgusted with herself for being a “crybaby,” there is an upside to every perceived weakness. For one, crying is an effective way to signal that you need support. It also might embolden others to admit they need help. To reinforce the idea that merely thinking something doesn’t make it true, have them preface a self-critical comment with sentence starters such as “I’m having the thought that” or “I’m noticing I’m having the thought that.” They also can try repeating the comment until it sounds like gobbledygook and loses all meaning. After all, they’re the one ascribing meaning to the words in the first place.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1854595359&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I worked with a fifth-grade boy, Marcus, who was irritated because his classmate, Owen, was constantly poking him in the belly button and making comments about annoying things, like how he kicked a soccer ball or how high he raised his hand in class. Owen was instigating fights with most of the students in the grade, but Marcus felt personally targeted. To loosen his thinking, I asked him to come up with a few possible reasons that Owen might be acting like a jerk that had nothing to do with him. Marcus sat at the table in my office for a few minutes before jotting down the following: “1. Maybe I just don’t see Owen doing this stuff to other people. 2. Maybe he doesn’t realize it bothers me. 3. Maybe something else happened in his life that turned him into a butthead jerk.”\u003c/p>\n\u003cp>After I read Marcus’s list out loud, he said, “You know, I actually feel kind of bad for Owen. He’s annoying to everyone, and he could end up losing all his friends.” The exercise had elicited Marcus’s compassion, which in turn helped him react with more equanimity when Owen provoked him. And much to Marcus’s surprise, that made him a less appealing target.\u003c/p>\n\u003cfigure id=\"attachment_62651\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62651\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg\" alt=\"Woman with blonde hair and dark top\" width=\"250\" height=\"306\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg 2047w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-800x980.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1020x1249.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-160x196.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-768x941.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1254x1536.jpg 1254w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1672x2048.jpg 1672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1920x2351.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Phyllis Fagell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://phyllisfagell.com/\">Phyllis L. Fagell\u003c/a> is a licensed clinical professional counselor, a certified professional school counselor, and author of \u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a> and \u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">Middle School Superpowers\u003c/a>. She is a school counselor at Landon School in Washington, D.C. and provides therapy to children, teens, and families at The Chrysalis Group Inc. in Bethesda, Maryland. Phyllis also speaks and consults on issues relating to parenting, counseling, and education.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","status":"publish","parent":0,"modified":1708482269,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1085},"headData":{"title":"Mental health tools that can help middle schoolers get a better perspective | KQED","description":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Middle schoolers can be especially prone to thinking the worst possible outcomes. Asking them questions and having them imagine certain scenarios can help ease tweens back to reality and a healthier state of mind.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Mental health tools that can help middle schoolers get a better perspective","datePublished":"2023-10-24T06:35:05.000Z","dateModified":"2024-02-21T02:24:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC1854595359.mp3?updated=1698107149","sticky":false,"WpOldSlug":"mental-health-tools-by-phyllis-fagell","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">MIDDLE SCHOOL SUPERPOWERS: Raising Resilient Tweens in Turbulent Times by Phyllis L. Fagell\u003c/a>.” Copyright © 2023. Available from Hachette Go, an imprint of Hachette Book Group, Inc.\u003c/em>\u003c/p>\n\u003ch2>Challenge distorted thinking\u003c/h2>\n\u003cp>Tweens think they wouldn’t lie to themselves, but they do. They can catastrophize, think in all-or-nothing terms, jump to conclusions, overgeneralize, discount the positive, or blame themselves or others when something goes wrong, to name a few common thinking errors. For instance, if ten people tell a kid that they love their haircut, but one person says, “I see you got a haircut,” they might spend the rest of the day trying to decipher the one ambiguous comment. If a teacher changes a kid’s seat because they’re disruptive, the kid might conclude that the relationship is irreparably damaged. Or if they bomb a history test, they might think, “I suck at history and the teacher clearly hates me, so what’s the point?” That kind of defeatist, unproductive thinking serves only to worsen their suffering.\u003c/p>\n\u003cp>At the core of cognitive behavioral therapy (CBT) is the idea that how you think impacts how you feel and act. In other words, your thoughts determine your feelings and behavior. That’s why it’s so important to help your middle schooler learn to recognize when their thoughts are out of whack. If that kid who failed the history test adopted a more realistic stance, for instance, he might realize, “It’s not going to be fun to tell my parents that I failed, and I’m embarrassed and upset, but it’s literally a history test now. Next time, maybe I could ask the teacher for help or join a study group.”\u003c/p>\n\u003cp>As I tell kids, being ruthlessly self-critical is like bullying yourself. When I facilitate Worrybusters groups at school, I might ask students, “If I could listen in on what you tell yourself when you’re really beating yourself up, what would I hear?” After students share their self-critical thoughts with peers, they’re often surprised but relieved that others are equally hard on themselves. They also realize they’d never talk to a friend the way they talk to themselves, and they develop more self-compassion. (As another side benefit, the kids typically bend over backward to compliment one another.)\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-62650\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-scaled.jpeg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-800x1200.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1020x1530.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-768x1152.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1024x1536.jpeg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Fagell_MIDDLE-SCHOOL-SUPERPOWERS_cover-1365x2048.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Once you bring your child’s thoughts to the surface, teach them how to talk back to their inner critic. If they’re telling themselves, “I’m not smart enough to be in the advanced math class” or “I want to go to the party, but I’ll be too awkward to talk to anyone,” ask them questions such as “How useful is it to get caught up thinking that way? What’s the best-case scenario? What’s the evidence that the worst will happen? What’s the evidence it won’t happen? What resources or help would you need to cope with the worst-case scenario? Have you ever been in a similar situation? How did you handle it? Have you seen anyone else experience something similar and come out OK? How did they deal with it?” You also can ask them how they’d reassure a friend who felt the same way.\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 goal is to help them recognize when they’re thinking in extremes and then challenge the thought. If they say they’re “a total failure,” for instance, point out that “I’m a failure” and “I’m a success” are not the only two options. Someone can “succeed” in one area and “fail” at something else. Or as I told a sixth-grade girl who was disgusted with herself for being a “crybaby,” there is an upside to every perceived weakness. For one, crying is an effective way to signal that you need support. It also might embolden others to admit they need help. To reinforce the idea that merely thinking something doesn’t make it true, have them preface a self-critical comment with sentence starters such as “I’m having the thought that” or “I’m noticing I’m having the thought that.” They also can try repeating the comment until it sounds like gobbledygook and loses all meaning. After all, they’re the one ascribing meaning to the words in the first place.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1854595359&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I worked with a fifth-grade boy, Marcus, who was irritated because his classmate, Owen, was constantly poking him in the belly button and making comments about annoying things, like how he kicked a soccer ball or how high he raised his hand in class. Owen was instigating fights with most of the students in the grade, but Marcus felt personally targeted. To loosen his thinking, I asked him to come up with a few possible reasons that Owen might be acting like a jerk that had nothing to do with him. Marcus sat at the table in my office for a few minutes before jotting down the following: “1. Maybe I just don’t see Owen doing this stuff to other people. 2. Maybe he doesn’t realize it bothers me. 3. Maybe something else happened in his life that turned him into a butthead jerk.”\u003c/p>\n\u003cp>After I read Marcus’s list out loud, he said, “You know, I actually feel kind of bad for Owen. He’s annoying to everyone, and he could end up losing all his friends.” The exercise had elicited Marcus’s compassion, which in turn helped him react with more equanimity when Owen provoked him. And much to Marcus’s surprise, that made him a less appealing target.\u003c/p>\n\u003cfigure id=\"attachment_62651\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62651\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg\" alt=\"Woman with blonde hair and dark top\" width=\"250\" height=\"306\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author.jpg 2047w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-800x980.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1020x1249.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-160x196.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-768x941.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1254x1536.jpg 1254w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1672x2048.jpg 1672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/Phyllis-Fagell_courtesy-of-the-author-1920x2351.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Phyllis Fagell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://phyllisfagell.com/\">Phyllis L. Fagell\u003c/a> is a licensed clinical professional counselor, a certified professional school counselor, and author of \u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a> and \u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">Middle School Superpowers\u003c/a>. She is a school counselor at Landon School in Washington, D.C. and provides therapy to children, teens, and families at The Chrysalis Group Inc. in Bethesda, Maryland. Phyllis also speaks and consults on issues relating to parenting, counseling, and education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell","authors":["4596"],"categories":["mindshift_21445","mindshift_21130"],"tags":["mindshift_21250","mindshift_21137","mindshift_21473","mindshift_20865","mindshift_145","mindshift_21244","mindshift_21680"],"featImg":"mindshift_62655","label":"mindshift"},"mindshift_62628":{"type":"posts","id":"mindshift_62628","meta":{"index":"posts_1591205157","site":"mindshift","id":"62628","score":null,"sort":[1697632218000]},"guestAuthors":[],"slug":"how-parents-can-recognize-and-help-a-child-with-anxiety","title":"How parents can recognize and help a child with anxiety","publishDate":1697632218,"format":"standard","headTitle":"How parents can recognize and help a child with anxiety | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","status":"publish","parent":0,"modified":1697632517,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1798},"headData":{"title":"How parents can recognize and help a child with anxiety | KQED","description":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How parents can recognize and help a child with anxiety","datePublished":"2023-10-18T12:30:18.000Z","dateModified":"2023-10-18T12:35:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\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\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","authors":["byline_mindshift_62628"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20589","mindshift_21827","mindshift_20865","mindshift_20568","mindshift_21706","mindshift_21749","mindshift_381"],"featImg":"mindshift_62629","label":"mindshift"},"mindshift_62501":{"type":"posts","id":"mindshift_62501","meta":{"index":"posts_1591205157","site":"mindshift","id":"62501","score":null,"sort":[1696932046000]},"guestAuthors":[],"slug":"want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","title":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions","publishDate":1696932046,"format":"standard","headTitle":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://parenting.drrobynsilverman.com/book\">How to Talk to Kids About Anything: Tips, Scripts, Stories, and Steps to Make Even the Toughest Conversations Easier\u003c/a> by Robyn Silverman. (c) 2023 by Dr. Robyn Silverman. Used with permission of the publisher, Sourcebooks, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we may wish our kids could be happy all the time, as it turns out, they wouldn’t be healthy if they were. Studies show that those who experience emodiversity, a range and abundance of both negative and positive emotions, are happier and healthier than those who remain numb or tend to fixate on any one emotion for a long period of time. Additionally, in environments that place a premium on expressing only positive emotions, those who experience negative feelings tend to falter. As Susan David, PhD, psychologist and bestselling author of \u003c/span>\u003ca href=\"https://www.susandavid.com/book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Emotional Agility\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> says in her \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage?language=en\">\u003cspan style=\"font-weight: 400\">TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Tough emotions are part of our contract with life. You don’t get to have a meaningful career or raise a family or leave the world a better place without stress and discomfort.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62509 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg\" alt=\"cover of How to Talk to Kids About Anything by Robyn Silverman\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook.jpeg 397w\" sizes=\"(max-width: 160px) 100vw, 160px\">When we attempt to suppress emotional thoughts, feelings, and expressions, there can be negative consequences. Studies show that emotional inhibition and invalidation contribute to children becoming dysregulated, distressed, depressed, anxious and more negative over time. When we try to reject, dismiss and prematurely urge our children to move away from tough feelings, they can wind up with more of them. Plus, if we ignore or minimize our children’s feelings, we could hurt our relationship with them and make them feel lonely or even worthless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversely, when parents accept their children’s feelings and view emotional displays as opportunities to empathize, connect and strategize, kids tend to have fewer emotional and behavioral problems, including issues with anger, anxiety and acting out. “Feelings are just a message to us,” Laura Markham, psychologist and author of \u003c/span>\u003ca href=\"https://www.ahaparenting.com/peaceful-parent-happy-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Peaceful Parent, Happy Kids\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, told me. “When you allow yourself to feel an emotion, it begins to dissipate and heal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often ask me if they should be sharing their own negative feelings with their children. The knee-jerk reaction, of course, is to say no — we want to protect our kids from the unpleasant things in life. But research shows that parents and key adults who hide their negative feelings from their children may not only confuse them but also appear less emotionally available. In a \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2020-26571-001\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 107 parents and their children, researchers at Washington State University found that when parents pretended everything was fine, the kids exhibited more signs of stress and, in fact, both parents and kids were less warm and engaged with one another. Also, parents who admit to and cope with common negative feelings such as anger, sadness and fear show kids how to handle these emotions, regulate them and make a situation better.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key to emodiversity is to feel a whole host of emotions — and express them in healthy ways. We don’t want them to build up and lie dormant. As Marc Brackett, author of \u003c/span>\u003ca href=\"https://www.marcbrackett.com/about/book-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Permission to Feel\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so beautifully told Brené Brown on her podcast \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Unlocking Us\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bottom line? Every feeling has a purpose. Talking about uncomfortable emotions and embracing them can result in better mental and physical health and, potentially, greater happiness in our kids and ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62504\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Known as the “Conversation Doc,” \u003ca href=\"https://www.instagram.com/drrobynsilverman/\">Robyn Silverman\u003c/a> is a child and teen development specialist and host of the podcast, \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-talk-to-kids-about-anything/id1231126178\">How to Talk to Kids About Anything\u003c/a>\u003cem>, as well as the author of the book of the same name. She is a cofounder of the Powerful Words Character System, which gives educators the talking points they need to help children become kind, responsible citizens of the world. Find out all about the book at \u003ca href=\"https://protect-us.mimecast.com/s/fQx2ClYpANizZZppsjDlez?domain=parenting.drrobynsilverman.com\" target=\"_blank\" rel=\"noopener noreferrer\">https://parenting.drrobynsilverman.com/\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems.","status":"publish","parent":0,"modified":1696706976,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":681},"headData":{"title":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions | KQED","description":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions","datePublished":"2023-10-10T10:00:46.000Z","dateModified":"2023-10-07T19:29:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://parenting.drrobynsilverman.com/book\">How to Talk to Kids About Anything: Tips, Scripts, Stories, and Steps to Make Even the Toughest Conversations Easier\u003c/a> by Robyn Silverman. (c) 2023 by Dr. Robyn Silverman. Used with permission of the publisher, Sourcebooks, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we may wish our kids could be happy all the time, as it turns out, they wouldn’t be healthy if they were. Studies show that those who experience emodiversity, a range and abundance of both negative and positive emotions, are happier and healthier than those who remain numb or tend to fixate on any one emotion for a long period of time. Additionally, in environments that place a premium on expressing only positive emotions, those who experience negative feelings tend to falter. As Susan David, PhD, psychologist and bestselling author of \u003c/span>\u003ca href=\"https://www.susandavid.com/book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Emotional Agility\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> says in her \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage?language=en\">\u003cspan style=\"font-weight: 400\">TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Tough emotions are part of our contract with life. You don’t get to have a meaningful career or raise a family or leave the world a better place without stress and discomfort.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62509 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg\" alt=\"cover of How to Talk to Kids About Anything by Robyn Silverman\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook.jpeg 397w\" sizes=\"(max-width: 160px) 100vw, 160px\">When we attempt to suppress emotional thoughts, feelings, and expressions, there can be negative consequences. Studies show that emotional inhibition and invalidation contribute to children becoming dysregulated, distressed, depressed, anxious and more negative over time. When we try to reject, dismiss and prematurely urge our children to move away from tough feelings, they can wind up with more of them. Plus, if we ignore or minimize our children’s feelings, we could hurt our relationship with them and make them feel lonely or even worthless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversely, when parents accept their children’s feelings and view emotional displays as opportunities to empathize, connect and strategize, kids tend to have fewer emotional and behavioral problems, including issues with anger, anxiety and acting out. “Feelings are just a message to us,” Laura Markham, psychologist and author of \u003c/span>\u003ca href=\"https://www.ahaparenting.com/peaceful-parent-happy-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Peaceful Parent, Happy Kids\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, told me. “When you allow yourself to feel an emotion, it begins to dissipate and heal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often ask me if they should be sharing their own negative feelings with their children. The knee-jerk reaction, of course, is to say no — we want to protect our kids from the unpleasant things in life. But research shows that parents and key adults who hide their negative feelings from their children may not only confuse them but also appear less emotionally available. In a \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2020-26571-001\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 107 parents and their children, researchers at Washington State University found that when parents pretended everything was fine, the kids exhibited more signs of stress and, in fact, both parents and kids were less warm and engaged with one another. Also, parents who admit to and cope with common negative feelings such as anger, sadness and fear show kids how to handle these emotions, regulate them and make a situation better.\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\">The key to emodiversity is to feel a whole host of emotions — and express them in healthy ways. We don’t want them to build up and lie dormant. As Marc Brackett, author of \u003c/span>\u003ca href=\"https://www.marcbrackett.com/about/book-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Permission to Feel\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so beautifully told Brené Brown on her podcast \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Unlocking Us\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bottom line? Every feeling has a purpose. Talking about uncomfortable emotions and embracing them can result in better mental and physical health and, potentially, greater happiness in our kids and ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62504\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Known as the “Conversation Doc,” \u003ca href=\"https://www.instagram.com/drrobynsilverman/\">Robyn Silverman\u003c/a> is a child and teen development specialist and host of the podcast, \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-talk-to-kids-about-anything/id1231126178\">How to Talk to Kids About Anything\u003c/a>\u003cem>, as well as the author of the book of the same name. She is a cofounder of the Powerful Words Character System, which gives educators the talking points they need to help children become kind, responsible citizens of the world. Find out all about the book at \u003ca href=\"https://protect-us.mimecast.com/s/fQx2ClYpANizZZppsjDlez?domain=parenting.drrobynsilverman.com\" target=\"_blank\" rel=\"noopener noreferrer\">https://parenting.drrobynsilverman.com/\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","authors":["4354"],"categories":["mindshift_192","mindshift_21280","mindshift_21385"],"tags":["mindshift_21071","mindshift_21814","mindshift_21816","mindshift_20865","mindshift_21038","mindshift_21813","mindshift_943","mindshift_21815"],"featImg":"mindshift_62508","label":"mindshift"},"mindshift_62417":{"type":"posts","id":"mindshift_62417","meta":{"index":"posts_1591205157","site":"mindshift","id":"62417","score":null,"sort":[1695214830000]},"guestAuthors":[],"slug":"amid-youth-mental-health-crisis-a-colorado-district-creates-a-school-for-students-who-need-more-support","title":"Amid youth mental health crisis, a Colorado district creates a school for students who need more support","publishDate":1695214830,"format":"standard","headTitle":"Amid youth mental health crisis, a Colorado district creates a school for students who need more support | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/19/23881349/traverse-academy-cherry-creek-mental-health-facility-severe-needs-first-of-its-kind\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Next month, the Cherry Creek School District will open a first-of-its-kind facility — part school, part therapeutic mental health facility — to meet the needs of students in crisis.\u003c/p>\n\u003cp>The number of facilities in Colorado that serve students with intense mental health or behavioral needs \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/5/11/23716068/special-education-colorado-facility-schools-behavioral-mental-health-last-resort\" target=\"_blank\" rel=\"noopener\">has drastically dwindled over the past 20 years\u003c/a>, leaving many children without critical care. The new Traverse Academy is an effort to address that problem.\u003c/p>\n\u003cp>Once open, it will serve students ages 10 to 18 who have severe behavioral, social, or emotional challenges, or are experiencing serious depression, anxiety, post-traumatic stress syndrome, or suicidal ideation, district officials said.\u003c/p>\n\u003cp>“This school will save lives,” said Cherry Creek Superintendent Chris Smith.\u003c/p>\n\u003cfigure id=\"attachment_62420\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62420\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Tony Poole, the assistant superintendent of special populations for Cherry Creek School District, shows off one of the transition classrooms at Traverse Academy. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Officials in the suburban district southeast of Denver gave tours Tuesday of the new building, which was built with $19 million in voter-approved bond funding. It was carefully designed not to feel like a clinic or hospital, said Tony Poole, assistant superintendent of special populations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But it doesn’t feel like a traditional school, either.\u003c/p>\n\u003cp>The walls are painted soft greens, blues, and purples, and the corners are rounded. There is a nook under the staircase where students can go if they’re feeling overwhelmed. The windows are oversized, letting in plenty of natural light, with benches underneath where students can sit.\u003c/p>\n\u003cp>Outside, there are two open-air amphitheater classrooms, a boulder for students to climb, and a painted labyrinth. The main foyer has couches and a coffee bar.\u003c/p>\n\u003cp>“When we talk about de-institutionalizing mental health, it starts right when you walk through the door and how you feel,” Poole said.\u003c/p>\n\u003cfigure id=\"attachment_62418\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62418\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">The walls at Traverse Academy are painted soft greens, blues and purples, and the corners are rounded. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At full capacity, Traverse Academy will serve between 48 and 60 students in grades four through 12. Students will be referred by the social workers or psychologists at their schools, and parents must agree to the placement. Students won’t be at Traverse all year; Poole said a typical stay might be as short as eight weeks or as long as five months.\u003c/p>\n\u003cp>The facility is split into three pods that Traverse calls “home bases”: one for students with severe needs, another for students with moderate needs, and the third to help prepare students to transition back to their middle or high schools.\u003c/p>\n\u003cp>The severe and moderate pods have a main classroom with tables for schoolwork, as well as a group therapy room with comfy chairs and beanbags, and two smaller rooms for students to take breaks or receive individual therapy.\u003c/p>\n\u003cp>Each student will receive nine hours of individual, group, or family therapy per week, which Poole said is nearly the same amount children get in residential treatment facilities.\u003c/p>\n\u003cp>There are also hidden design features meant to keep students safe. The doors have special hinges that allow them to swing both ways, so students can’t barricade themselves in a room, Poole said, and other features help deter suicide attempts.\u003c/p>\n\u003cp>The transitional pods look different, with square classrooms, a wall of lockers, and fewer therapy rooms. The idea is that students will advance through the pods, their progress signified by different color schemes, as they reacclimate to a traditional school setting.\u003c/p>\n\u003cp>“Everything is really programmed, down to the bolts, down to the shapes of the walls, down to the way things are secured, so that we are student-centered,” said Traverse Academy Principal Kimberly Avalos, who started her career as a Cherry Creek teacher and rose to work on special education for the entire district, with a focus on students with emotional disabilities.\u003c/p>\n\u003cp>“We are investing in them and showing them they are important and matter,” she said.\u003c/p>\n\u003cfigure id=\"attachment_62421\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">One of two “innovation rooms” at Traverse Academy. This room – dubbed Messy Mesa – will be used for messy projects such as chemistry experiments, pottery and painting. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School psychologist John Smrcka is one of the 30 mental health providers and teachers who will work on the Traverse Academy staff, which will be a mix of Cherry Creek employees and clinical staff from the University of Colorado Department of Psychiatry. Smrcka said he was inspired to apply for the position after realizing how unique Traverse Academy would be.\u003c/p>\n\u003cp>“Here in a school setting, we’ll be able to provide treatment,” he said. “As a school psychologist in a typical public school, we’re not supposed to do clinical treatment. We’re just going to help the class manage the behavior — but we’re not going to try and address it at a root level.\u003c/p>\n\u003cp>“Traverse is going to be an opportunity to do some things differently,” Smrcka said.\u003c/p>\n\u003cp>Former Cherry Creek student Jacob Eggleston will be one of six paraprofessionals at Traverse. Eggleston said he himself struggled with suicide, depression, and anger as a student.\u003c/p>\n\u003cp>“I want to be a role model and be an example and point them in the right direction,” he said.\u003c/p>\n\u003cp>Traverse Academy is not set to open until Oct. 23, but Poole said there are already 30 students on a waiting list. Those 30 students haven’t been able to get into the dwindling number of privately run facility schools around the state, and so have been waiting in hospitals or at home.\u003c/p>\n\u003cp>“This can’t open soon enough,” Poole said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/9/19/23881349/traverse-academy-cherry-creek-mental-health-facility-severe-needs-first-of-its-kind\" rel=\"canonical\">\u003cem>Chalkbeat\u003c/em>\u003c/a>\u003cem> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Once open, Traverse Academy will serve students ages 10-18 who have severe behavioral, social or emotional challenges. There is already a waiting list.","status":"publish","parent":0,"modified":1695244090,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":977},"headData":{"title":"Amid youth mental health crisis, a Colorado district creates a school for students who need more support | KQED","description":"Once open, Traverse Academy will serve students who have severe behavioral, social or emotional challenges. There is already a waiting list.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Once open, Traverse Academy will serve students who have severe behavioral, social or emotional challenges. There is already a waiting list.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Amid youth mental health crisis, a Colorado district creates a school for students who need more support","datePublished":"2023-09-20T13:00:30.000Z","dateModified":"2023-09-20T21:08:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Melanie Asmar, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62417/amid-youth-mental-health-crisis-a-colorado-district-creates-a-school-for-students-who-need-more-support","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/19/23881349/traverse-academy-cherry-creek-mental-health-facility-severe-needs-first-of-its-kind\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Next month, the Cherry Creek School District will open a first-of-its-kind facility — part school, part therapeutic mental health facility — to meet the needs of students in crisis.\u003c/p>\n\u003cp>The number of facilities in Colorado that serve students with intense mental health or behavioral needs \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/5/11/23716068/special-education-colorado-facility-schools-behavioral-mental-health-last-resort\" target=\"_blank\" rel=\"noopener\">has drastically dwindled over the past 20 years\u003c/a>, leaving many children without critical care. The new Traverse Academy is an effort to address that problem.\u003c/p>\n\u003cp>Once open, it will serve students ages 10 to 18 who have severe behavioral, social, or emotional challenges, or are experiencing serious depression, anxiety, post-traumatic stress syndrome, or suicidal ideation, district officials said.\u003c/p>\n\u003cp>“This school will save lives,” said Cherry Creek Superintendent Chris Smith.\u003c/p>\n\u003cfigure id=\"attachment_62420\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62420\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb4-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Tony Poole, the assistant superintendent of special populations for Cherry Creek School District, shows off one of the transition classrooms at Traverse Academy. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Officials in the suburban district southeast of Denver gave tours Tuesday of the new building, which was built with $19 million in voter-approved bond funding. It was carefully designed not to feel like a clinic or hospital, said Tony Poole, assistant superintendent of special populations.\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>But it doesn’t feel like a traditional school, either.\u003c/p>\n\u003cp>The walls are painted soft greens, blues, and purples, and the corners are rounded. There is a nook under the staircase where students can go if they’re feeling overwhelmed. The windows are oversized, letting in plenty of natural light, with benches underneath where students can sit.\u003c/p>\n\u003cp>Outside, there are two open-air amphitheater classrooms, a boulder for students to climb, and a painted labyrinth. The main foyer has couches and a coffee bar.\u003c/p>\n\u003cp>“When we talk about de-institutionalizing mental health, it starts right when you walk through the door and how you feel,” Poole said.\u003c/p>\n\u003cfigure id=\"attachment_62418\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62418\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb2-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">The walls at Traverse Academy are painted soft greens, blues and purples, and the corners are rounded. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At full capacity, Traverse Academy will serve between 48 and 60 students in grades four through 12. Students will be referred by the social workers or psychologists at their schools, and parents must agree to the placement. Students won’t be at Traverse all year; Poole said a typical stay might be as short as eight weeks or as long as five months.\u003c/p>\n\u003cp>The facility is split into three pods that Traverse calls “home bases”: one for students with severe needs, another for students with moderate needs, and the third to help prepare students to transition back to their middle or high schools.\u003c/p>\n\u003cp>The severe and moderate pods have a main classroom with tables for schoolwork, as well as a group therapy room with comfy chairs and beanbags, and two smaller rooms for students to take breaks or receive individual therapy.\u003c/p>\n\u003cp>Each student will receive nine hours of individual, group, or family therapy per week, which Poole said is nearly the same amount children get in residential treatment facilities.\u003c/p>\n\u003cp>There are also hidden design features meant to keep students safe. The doors have special hinges that allow them to swing both ways, so students can’t barricade themselves in a room, Poole said, and other features help deter suicide attempts.\u003c/p>\n\u003cp>The transitional pods look different, with square classrooms, a wall of lockers, and fewer therapy rooms. The idea is that students will advance through the pods, their progress signified by different color schemes, as they reacclimate to a traditional school setting.\u003c/p>\n\u003cp>“Everything is really programmed, down to the bolts, down to the shapes of the walls, down to the way things are secured, so that we are student-centered,” said Traverse Academy Principal Kimberly Avalos, who started her career as a Cherry Creek teacher and rose to work on special education for the entire district, with a focus on students with emotional disabilities.\u003c/p>\n\u003cp>“We are investing in them and showing them they are important and matter,” she said.\u003c/p>\n\u003cfigure id=\"attachment_62421\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5.jpeg\" alt=\"\" width=\"1680\" height=\"1110\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-800x529.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-1020x674.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-768x507.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/cb5-1536x1015.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">One of two “innovation rooms” at Traverse Academy. This room – dubbed Messy Mesa – will be used for messy projects such as chemistry experiments, pottery and painting. \u003ccite>(Melanie Asmar/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School psychologist John Smrcka is one of the 30 mental health providers and teachers who will work on the Traverse Academy staff, which will be a mix of Cherry Creek employees and clinical staff from the University of Colorado Department of Psychiatry. Smrcka said he was inspired to apply for the position after realizing how unique Traverse Academy would be.\u003c/p>\n\u003cp>“Here in a school setting, we’ll be able to provide treatment,” he said. “As a school psychologist in a typical public school, we’re not supposed to do clinical treatment. We’re just going to help the class manage the behavior — but we’re not going to try and address it at a root level.\u003c/p>\n\u003cp>“Traverse is going to be an opportunity to do some things differently,” Smrcka said.\u003c/p>\n\u003cp>Former Cherry Creek student Jacob Eggleston will be one of six paraprofessionals at Traverse. Eggleston said he himself struggled with suicide, depression, and anger as a student.\u003c/p>\n\u003cp>“I want to be a role model and be an example and point them in the right direction,” he said.\u003c/p>\n\u003cp>Traverse Academy is not set to open until Oct. 23, but Poole said there are already 30 students on a waiting list. Those 30 students haven’t been able to get into the dwindling number of privately run facility schools around the state, and so have been waiting in hospitals or at home.\u003c/p>\n\u003cp>“This can’t open soon enough,” Poole said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/9/19/23881349/traverse-academy-cherry-creek-mental-health-facility-severe-needs-first-of-its-kind\" rel=\"canonical\">\u003cem>Chalkbeat\u003c/em>\u003c/a>\u003cem> 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/62417/amid-youth-mental-health-crisis-a-colorado-district-creates-a-school-for-students-who-need-more-support","authors":["byline_mindshift_62417"],"categories":["mindshift_21280","mindshift_21579"],"tags":["mindshift_21669","mindshift_21791","mindshift_21543","mindshift_20865","mindshift_21457"],"featImg":"mindshift_62419","label":"mindshift"},"mindshift_62409":{"type":"posts","id":"mindshift_62409","meta":{"index":"posts_1591205157","site":"mindshift","id":"62409","score":null,"sort":[1695204002000]},"guestAuthors":[],"slug":"how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","title":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School","publishDate":1695204002,"format":"standard","headTitle":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Bibliotherapy uses literature to facilitate therapeutic conversations and promote emotional well-being. One school counselor recommends bibliocounseling for affinity groups where students can share their everyday struggles.","status":"publish","parent":0,"modified":1713290987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":714},"headData":{"title":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School | KQED","description":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School","datePublished":"2023-09-20T10:00:02.000Z","dateModified":"2024-04-16T18:09:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","authors":["11759"],"categories":["mindshift_21357","mindshift_21280"],"tags":["mindshift_21617","mindshift_21322","mindshift_21202","mindshift_21342","mindshift_972","mindshift_444","mindshift_20865","mindshift_550","mindshift_21337","mindshift_943"],"featImg":"mindshift_62413","label":"mindshift"},"mindshift_62029":{"type":"posts","id":"mindshift_62029","meta":{"index":"posts_1591205157","site":"mindshift","id":"62029","score":null,"sort":[1689726561000]},"guestAuthors":[],"slug":"living-with-an-eating-disorder-a-teen-finds-comfort-in-her-favorite-korean-food","title":"Living with an eating disorder, a teen finds comfort in her favorite Korean food","publishDate":1689726561,"format":"standard","headTitle":"Living with an eating disorder, a teen finds comfort in her favorite Korean food | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 18, 2023 at 9:51 AM ET\u003c/strong>\u003c/div>\n\u003cp>\u003cem>A version of this story originally appeared on the \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">\u003cem>Student Podcast Challenge newsletter\u003c/em>\u003c/a>.\u003cem> Learn more about the contest \u003c/em>\u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">\u003cem>here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Grace Go’s award-winning podcast starts with her favorite comfort food, \u003ca href=\"https://www.mashed.com/334384/the-fascinating-history-of-budae-jjigae/\">\u003cem>budae jjigae\u003c/em>\u003c/a>, which she describes as “ham, sausage, spam, a packet of instant noodles all cooked in a spicy broth topped with American cheese and chopped scallions.”\u003c/p>\n\u003cp>\u003cem>Budae jjigae\u003c/em>, which means army stew in English, \u003ca href=\"https://www.bbc.com/travel/article/20200609-how-a-south-korean-comfort-food-went-global\">became popular in South Korea\u003c/a> in the 1950s, during a time of poverty following the Korean War. “It contains traditional Korean staples such as \u003cem>gochujang\u003c/em> and \u003cem>kimchi\u003c/em> but with a twist of American foods,” Grace explains.\u003c/p>\n\u003cp>Grace’s podcast, which explores her complicated relationship with \u003cem>budae jjigae\u003c/em> and her own body, is the winner of the Best Mental Health Podcast Prize in this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. Her podcast is called \u003ca href=\"https://soundcloud.com/user-809019079/discomfort-food?si=e67b78d938034669a0cbfbed2af2d7bc&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>Discomfort Food\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“This was the first piece that I’ve made where I put myself in the spotlight,” says Grace, a student journalist and rising senior at Mercer Island High School outside Seattle. That vulnerability, peppered throughout her podcast, caught our judges’ attention.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the sound of her mom’s \u003cem>budae jjigae\u003c/em> sizzling in a metal pot, all recorded on her phone, Grace invites listeners into her Korean American family’s kitchen, and into her own journey with mental health.\u003c/p>\n\u003ch3>Food as a source of comfort – and discomfort\u003c/h3>\n\u003cp>“Many of us who grew up in an immigrant household know that our parents especially value food,” Grace explains in her podcast. “But paradoxically, another aspect of our culture contradicts this idea, and prevents many Asian Americans from having a healthy relationship with food.”\u003c/p>\n\u003cp>In her podcast, Grace plays recordings of her family members commenting on her body, in both English and Korean. “Grace, I think you gained weight,” says one person. Others tell her to stop eating, that she’s getting bigger.\u003c/p>\n\u003cp>These passive comments took a serious toll on Grace’s wellbeing. “For years, I didn’t eat properly, and it got to a point where I completely cut out foods I thought were bad for me, such as my favorite, \u003cem>budae jjigae\u003c/em>,” she explains.\u003c/p>\n\u003cp>“Then finally, in November of 2021, I was diagnosed with an eating disorder.”\u003c/p>\n\u003ch3>On her road to recovery, Grace looks at where she came from\u003c/h3>\n\u003cp>In the podcast, Grace processes her diagnosis like a journalist. She researches mental health in Asian American communities and interviews experts like Joann Kim, the family youth program manager at the Korean Community Service Center near Grace’s home.\u003c/p>\n\u003cp>Joann helped Grace through her own healing. In the podcast, Joann explains that there’s a common group mentality that’s often found in Korean immigrant communities – and it’s reflected in the language. So instead of saying “me,” there’s the Korean word \u003cem>woori\u003c/em>, meaning “us.” She says that can create a lot of pressure to fit in.\u003c/p>\n\u003cp>“And that makes us really tied to what other people think about us, and that image that we present to others,” Joann says.\u003c/p>\n\u003ch3>Grace learns to love her discomfort food\u003c/h3>\n\u003cp>Even with Joann’s help, it took over two years for Grace to feel comfortable asking her mom to make her favorite dinner, \u003cem>budae jjigae.\u003c/em>\u003c/p>\n\u003cp>“It wasn’t a craving. It was a lot deeper than that,” Grace recalls. “I ate the entire pot basically all by myself, and for the first time in a really long time, it didn’t really feel like I was doing something bad. I was doing something good for myself.”\u003c/p>\n\u003cp>Grappling with body image, while trying to understand how your culture, family and language can shape your understanding of mental health – that’s a lot. Grace says she’s sharing her story for anyone else who’s going through a similar experience.\u003c/p>\n\u003cp>“My hope is that more resources will be provided to my community and mental health will become less stigmatized, so that one day, others who have experienced a similar journey to mine will be able to enjoy their discomfort food and find comfort within it.”\u003c/p>\n\u003cp>Listen to Grace’s podcast \u003ca href=\"https://soundcloud.com/user-809019079/discomfort-food?si=b75bb53d0a4046d39db0cb5e8a84cbd1&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: Elissa Nadworny, Lauren Migaki and LA Johnson\u003cbr>\nEdited by: Nicole Cohen\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=Living+with+an+eating+disorder%2C+a+teen+finds+comfort+in+her+favorite+Korean+food&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Grace Go, a 17-year-old rising senior at Mercer Island High School outside Seattle, is the winner of the first-ever Best Mental Health Podcast Prize from NPR's Student Podcast Challenge.","status":"publish","parent":0,"modified":1689733734,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":766},"headData":{"title":"Living with an eating disorder, a teen finds comfort in her favorite Korean food | KQED","description":"Grace Go, a 17-year-old rising senior at Mercer Island High School outside Seattle, is the winner of the first-ever Best Mental Health Podcast Prize from NPR's Student Podcast Challenge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Grace Go, a 17-year-old rising senior at Mercer Island High School outside Seattle, is the winner of the first-ever Best Mental Health Podcast Prize from NPR's Student Podcast Challenge.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Living with an eating disorder, a teen finds comfort in her favorite Korean food","datePublished":"2023-07-19T00:29:21.000Z","dateModified":"2023-07-19T02:28:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Janet W. Lee","nprImageAgency":"Lauren Migaki/NPR","nprStoryId":"1187992896","nprApiLink":"http://api.npr.org/query?id=1187992896&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/07/16/1187992896/nprs-student-podcast-challenge-has-a-new-award-for-stories-about-mental-health?ft=nprml&f=1187992896","nprRetrievedStory":"1","nprPubDate":"Tue, 18 Jul 2023 09:50:00 -0400","nprStoryDate":"Sun, 16 Jul 2023 08:04:06 -0400","nprLastModifiedDate":"Tue, 18 Jul 2023 09:50:30 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2023/07/20230716_wesun_best_mental_health_student_podcast_winner.mp3?orgId=1&topicId=1029&aggIds=662609200&d=254&p=10&story=1187992896&ft=nprml&f=1187992896","nprAudioM3u":"http://api.npr.org/m3u/11187992897-7df0a0.m3u?orgId=1&topicId=1029&aggIds=662609200&d=254&p=10&story=1187992896&ft=nprml&f=1187992896","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62029/living-with-an-eating-disorder-a-teen-finds-comfort-in-her-favorite-korean-food","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2023/07/20230716_wesun_best_mental_health_student_podcast_winner.mp3?orgId=1&topicId=1029&aggIds=662609200&d=254&p=10&story=1187992896&ft=nprml&f=1187992896","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 18, 2023 at 9:51 AM ET\u003c/strong>\u003c/div>\n\u003cp>\u003cem>A version of this story originally appeared on the \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">\u003cem>Student Podcast Challenge newsletter\u003c/em>\u003c/a>.\u003cem> Learn more about the contest \u003c/em>\u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">\u003cem>here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Grace Go’s award-winning podcast starts with her favorite comfort food, \u003ca href=\"https://www.mashed.com/334384/the-fascinating-history-of-budae-jjigae/\">\u003cem>budae jjigae\u003c/em>\u003c/a>, which she describes as “ham, sausage, spam, a packet of instant noodles all cooked in a spicy broth topped with American cheese and chopped scallions.”\u003c/p>\n\u003cp>\u003cem>Budae jjigae\u003c/em>, which means army stew in English, \u003ca href=\"https://www.bbc.com/travel/article/20200609-how-a-south-korean-comfort-food-went-global\">became popular in South Korea\u003c/a> in the 1950s, during a time of poverty following the Korean War. “It contains traditional Korean staples such as \u003cem>gochujang\u003c/em> and \u003cem>kimchi\u003c/em> but with a twist of American foods,” Grace explains.\u003c/p>\n\u003cp>Grace’s podcast, which explores her complicated relationship with \u003cem>budae jjigae\u003c/em> and her own body, is the winner of the Best Mental Health Podcast Prize in this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. Her podcast is called \u003ca href=\"https://soundcloud.com/user-809019079/discomfort-food?si=e67b78d938034669a0cbfbed2af2d7bc&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>Discomfort Food\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“This was the first piece that I’ve made where I put myself in the spotlight,” says Grace, a student journalist and rising senior at Mercer Island High School outside Seattle. That vulnerability, peppered throughout her podcast, caught our judges’ attention.\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>With the sound of her mom’s \u003cem>budae jjigae\u003c/em> sizzling in a metal pot, all recorded on her phone, Grace invites listeners into her Korean American family’s kitchen, and into her own journey with mental health.\u003c/p>\n\u003ch3>Food as a source of comfort – and discomfort\u003c/h3>\n\u003cp>“Many of us who grew up in an immigrant household know that our parents especially value food,” Grace explains in her podcast. “But paradoxically, another aspect of our culture contradicts this idea, and prevents many Asian Americans from having a healthy relationship with food.”\u003c/p>\n\u003cp>In her podcast, Grace plays recordings of her family members commenting on her body, in both English and Korean. “Grace, I think you gained weight,” says one person. Others tell her to stop eating, that she’s getting bigger.\u003c/p>\n\u003cp>These passive comments took a serious toll on Grace’s wellbeing. “For years, I didn’t eat properly, and it got to a point where I completely cut out foods I thought were bad for me, such as my favorite, \u003cem>budae jjigae\u003c/em>,” she explains.\u003c/p>\n\u003cp>“Then finally, in November of 2021, I was diagnosed with an eating disorder.”\u003c/p>\n\u003ch3>On her road to recovery, Grace looks at where she came from\u003c/h3>\n\u003cp>In the podcast, Grace processes her diagnosis like a journalist. She researches mental health in Asian American communities and interviews experts like Joann Kim, the family youth program manager at the Korean Community Service Center near Grace’s home.\u003c/p>\n\u003cp>Joann helped Grace through her own healing. In the podcast, Joann explains that there’s a common group mentality that’s often found in Korean immigrant communities – and it’s reflected in the language. So instead of saying “me,” there’s the Korean word \u003cem>woori\u003c/em>, meaning “us.” She says that can create a lot of pressure to fit in.\u003c/p>\n\u003cp>“And that makes us really tied to what other people think about us, and that image that we present to others,” Joann says.\u003c/p>\n\u003ch3>Grace learns to love her discomfort food\u003c/h3>\n\u003cp>Even with Joann’s help, it took over two years for Grace to feel comfortable asking her mom to make her favorite dinner, \u003cem>budae jjigae.\u003c/em>\u003c/p>\n\u003cp>“It wasn’t a craving. It was a lot deeper than that,” Grace recalls. “I ate the entire pot basically all by myself, and for the first time in a really long time, it didn’t really feel like I was doing something bad. I was doing something good for myself.”\u003c/p>\n\u003cp>Grappling with body image, while trying to understand how your culture, family and language can shape your understanding of mental health – that’s a lot. Grace says she’s sharing her story for anyone else who’s going through a similar experience.\u003c/p>\n\u003cp>“My hope is that more resources will be provided to my community and mental health will become less stigmatized, so that one day, others who have experienced a similar journey to mine will be able to enjoy their discomfort food and find comfort within it.”\u003c/p>\n\u003cp>Listen to Grace’s podcast \u003ca href=\"https://soundcloud.com/user-809019079/discomfort-food?si=b75bb53d0a4046d39db0cb5e8a84cbd1&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: Elissa Nadworny, Lauren Migaki and LA Johnson\u003cbr>\nEdited by: Nicole Cohen\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=Living+with+an+eating+disorder%2C+a+teen+finds+comfort+in+her+favorite+Korean+food&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62029/living-with-an-eating-disorder-a-teen-finds-comfort-in-her-favorite-korean-food","authors":["byline_mindshift_62029"],"categories":["mindshift_21280"],"tags":["mindshift_21561","mindshift_21711","mindshift_21712","mindshift_21710","mindshift_20865","mindshift_74","mindshift_21685"],"featImg":"mindshift_62030","label":"mindshift"},"mindshift_61888":{"type":"posts","id":"mindshift_61888","meta":{"index":"posts_1591205157","site":"mindshift","id":"61888","score":null,"sort":[1687744821000]},"guestAuthors":[],"slug":"4-parenting-priorities-to-prevent-mental-health-summer-slide","title":"4 parenting priorities to prevent mental health 'summer slide'","publishDate":1687744821,"format":"standard","headTitle":"4 parenting priorities to prevent mental health ‘summer slide’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 parenting priorities to prevent mental health 'summer slide'","datePublished":"2023-06-26T02:00:21.000Z","dateModified":"2023-06-25T03:28:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","label":"mindshift"},"mindshift_61832":{"type":"posts","id":"mindshift_61832","meta":{"index":"posts_1591205157","site":"mindshift","id":"61832","score":null,"sort":[1686595988000]},"guestAuthors":[],"slug":"school-clinics-bolster-students-mental-health-so-why-arent-there-more","title":"School clinics bolster students’ mental health. So why aren’t there more?","publishDate":1686595988,"format":"standard","headTitle":"School clinics bolster students’ mental health. So why aren’t there more? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/6/8/23747266/school-based-health-clinics-youth-mental-health\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Her daughter’s anxiety was spiraling out of control and Jaquetta Johnson couldn’t find help.\u003c/p>\n\u003cp>Last fall, as the Delaware fourth grader’s acute anxiety kept her from concentrating in class, a doctor gave Johnson a list of children’s therapists. But all were fully booked, some with wait times of six months to a year.\u003c/p>\n\u003cp>Then Johnson heard about a new health clinic inside a school in her daughter’s school district south of Wilmington. Johnson enrolled her daughter, and soon she was receiving counseling.\u003c/p>\n\u003cp>“When nobody else would see her,” Johnson said, “she was able to get help at school.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nationwide, \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2019/05/2016-17-Census-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">nearly 2,600 health centers operated out of schools\u003c/a> in 2017, the most recent year with available data — more than twice the number that existed two decades earlier. Some 6.3 million students in more than 10,000 schools had access to the centers, according to the School-Based Health Alliance.\u003c/p>\n\u003cp>School-based health centers offer free services — from flu shots and physicals to contraceptive care and talk therapy — that students can access without need of insurance or a trip to the doctor’s office. \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2022/01/National-Survey-2021-Summary-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">The vast majority\u003c/a> offer behavioral health care, which is increasingly in demand as students’ mental health challenges mount.\u003c/p>\n\u003cp>“The mental health needs: It’s across districts, it’s across states, it’s across the country,” said Cheri Woodall, health and wellness supervisor in the Colonial School District, where Johnson’s daughter attends school.\u003c/p>\n\u003cp>Now, as many \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/18/23465030/youth-mental-health-crisis-school-staff-psychologist-counselor-social-worker-shortage\" target=\"_blank\" rel=\"noopener\">schools buckle under the weight of those needs\u003c/a> and some community providers cannot meet demand, on-campus health clinics are attracting new attention.\u003c/p>\n\u003cfigure id=\"attachment_61835\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61835\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Health clinics have operated out of schools for decades. At last count, there were nearly 2,600 school health clinics nationwide. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last month, Minnesota became the 21st state to fund school clinics, according to the alliance. Many governors, including those in \u003ca class=\"Link\" href=\"https://governor.ohio.gov/wps/portal/gov/governor/media/news-and-media/Governor-DeWine-Announces-25-9-million-for-136-new-or-expanded-School-Based-Health-Centers-03042022\" target=\"_blank\" rel=\"noopener\">Ohio\u003c/a> and \u003ca class=\"Link\" href=\"https://gov.georgia.gov/press-releases/2022-08-23/gov-kemp-supercharge-school-based-health-center-program-help-strengthen\" target=\"_blank\" rel=\"noopener\">Georgia\u003c/a>, used COVID recovery money to launch school health centers, and some federal lawmakers want to \u003ca class=\"Link\" href=\"https://www.sbh4all.org/2023/04/sbhc-legislation-and-funding-advances-at-state-and-federal-levels/\" target=\"_blank\" rel=\"noopener\">boost their funding\u003c/a>.\u003c/p>\n\u003cp>But despite the renewed interest in school clinics and the explosion of student needs, they remain under-funded and hard to keep afloat. Many clinics operate at a loss and must be subsidized by hospitals. Financial challenges are a major reason why \u003ca class=\"Link\" href=\"https://www.healthaffairs.org/doi/epdf/10.1377/hlthaff.2018.05472\" target=\"_blank\" rel=\"noopener\">just 1 in 10 public schools\u003c/a> have access to health clinics, even as \u003ca class=\"Link\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5759331/\" target=\"_blank\" rel=\"noopener\">decades of research\u003c/a> show they improve student health and academic outcomes.\u003c/p>\n\u003cp>“While there’s a lot of research supporting how beneficial it can be to bring this model into schools, there’s still not enough of them across the country,” said Samira Soleimanpour, a senior researcher at the University of California, San Francisco, who \u003ca class=\"Link\" href=\"https://schoolhealthresearch.ucsf.edu/peer-reviewed-publications\" target=\"_blank\" rel=\"noopener\">studies school clinics.\u003c/a>\u003c/p>\n\u003ch2 id=\"4XSULX\">School clinics spread, bolstered by evidence they work\u003c/h2>\n\u003cp>Delaware established its first school health clinic \u003ca class=\"Link\" href=\"https://udspace.udel.edu/server/api/core/bitstreams/523991e6-5c4f-4657-bb87-a55200f0eb42/content\" target=\"_blank\" rel=\"noopener\">nearly 40 years ago\u003c/a>, partly as a way to curb teen pregnancies. Today, it is the only state to require a health center in every traditional public high school.\u003c/p>\n\u003cp>But when David Distler became principal of Eisenberg Elementary School in the Colonial School District about a decade ago, none of the state’s elementary schools had a health clinic. Distler believed that students’ untreated medical conditions and trauma contributed to the school’s attendance and discipline problems. So when the district superintendent proposed opening a clinic at Eisenberg, Distler jumped at the idea.\u003c/p>\n\u003cp>It launched in 2016, becoming Delaware’s first health clinic in a traditional elementary school. Housed in a converted classroom, it features an exam room, a counseling office, and a lab that can run urine, blood, and saliva tests. Nemours Children’s Health, a nonprofit that operates pediatric hospitals and clinics, staffs it with nurse practitioners, social workers, and a psychologist.\u003c/p>\n\u003cfigure id=\"attachment_61836\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61836\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">The medical assistant at Eisenberg Elementary School’s health clinic checks a student’s blood pressure. The clinic offers physicals, vaccinations, counseling, and other free services to students. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some team members rotate among the district’s seven other elementary schools, so that students at every campus can access care. Parents simply need to enroll their children in the clinic — no insurance, copays, transportation, or time off work required.\u003c/p>\n\u003cp>School staffers also refer students. They can recommend counseling sessions for a child who lost a loved one, ask a clinician to intervene when a student’s unmanaged illness is causing frequent absences, or send a student with a sore throat to be tested for strep throat and, if positive, prescribed medication.\u003c/p>\n\u003cp>“It’s just so nice to have that support here,” said Michelle Rosseel, Eisenberg’s school nurse. “It works beautifully.”\u003c/p>\n\u003cp>Lorena Sandoval, the clinic’s medical assistant, recalled a student whose family had recently moved to the U.S. The boy needed a physical and immunization shots to start school, but his family lacked insurance and most doctor’s offices were booked solid. The school wellness center was able to see him within days, and soon he was taking classes.\u003c/p>\n\u003cp>Distler watched attendance and behavior at his 400-student school improve as more children received medical care and counseling. The number of “discipline referrals” for serious misbehavior plummeted from 1,000 annually when he arrived at Eisenberg to around 100 per year now, Distler said, which he attributes partly to the center.\u003c/p>\n\u003cp>“You’re getting those high-needs kids the help they need,” he said.\u003c/p>\n\u003cfigure id=\"attachment_61837\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61837\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal David Distler credits the health clinic at Eisenberg Elementary School with helping improve student behavior and attendance. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have found that \u003ca class=\"Link\" href=\"https://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-health/strategies/school-based-health-centers#footnote_2\" target=\"_blank\" rel=\"noopener\">school health clinics boost vaccination rates\u003c/a>, reduce emergency room and hospital visits, and can lower rates of teen pregnancy and depression. They also appear to \u003ca class=\"Link\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6381423/\" target=\"_blank\" rel=\"noopener\">improve student grades and attendance\u003c/a>, and reduce disparities by making health care more accessible to Black, Hispanic, and students from low-income backgrounds.\u003c/p>\n\u003cp>In addition to primary care, such as check-ups and asthma management, about 1 in 5 school clinics provide dental care and half offer reproductive health services to teens, including pregnancy and sexually transmitted infections tests, according to \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2022/01/National-Survey-2021-Summary-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">a 2021 survey\u003c/a>.\u003c/p>\n\u003cp>Behavioral health is a major focus: 80% of clinics offer support for students struggling with anxiety, substance use, suicidal thoughts, and other mental health challenges.\u003c/p>\n\u003cp>“For our most vulnerable students, that might be their only care,” said Katy Stinchfield, director of behavioral health programs at the School-Based Health Alliance. “If they don’t get it at school, they don’t get it.”\u003c/p>\n\u003cfigure id=\"attachment_61838\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61838\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Many school health clinics operate at a loss and must rely on sponsor organizations to keep them afloat. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"zK3W4B\">Despite support, school clinics struggle to stay afloat\u003c/h2>\n\u003cp>Today, health clinics are as commonplace in Delaware’s public high schools as libraries and cafeterias. Yet funding remains a perennial challenge.\u003c/p>\n\u003cp>State aid covers about half of the clinics’ annual operating costs, according to \u003ca class=\"Link\" href=\"https://dethrives.com/documents/providers/SBHC_Strategic_Plan_Final_Approved_2_.pdf\" target=\"_blank\" rel=\"noopener\">a 2021 state task force report\u003c/a>. The clinics also bill Medicaid and private insurers, but some students aren’t insured, certain services aren’t covered, and clinics don’t bill for confidential services, such as sexual health care. Also, only about 1 in 5 eligible Delaware students enroll in the clinics, according to \u003ca class=\"Link\" href=\"https://dethrives.com/documents/providers/Data_Brief_SBHC_final_2_.pdf\" target=\"_blank\" rel=\"noopener\">a state analysis\u003c/a>, limiting the number of billable services provided.\u003c/p>\n\u003cp>The result is a net loss of $22,000 per year for the average high school clinic and a gaping $300,000 annual deficit for elementary school clinics, which until recently did not receive state aid. The nonprofit hospitals that manage the clinics must make up the difference.\u003c/p>\n\u003cp>The same scenario plays out in other states, including New York, whose latest budget allocates about $21 million for the state’s \u003ca class=\"Link\" href=\"https://www.health.ny.gov/statistics/school/skfacts.htm\" target=\"_blank\" rel=\"noopener\">more than 250 school-based health centers\u003c/a>. The state grants and insurance reimbursements rarely cover a center’s full operating costs, said Dr. Viju Jacob, medical director at Urban Health Plan, a nonprofit that runs 12 school clinics in New York City.\u003c/p>\n\u003cp>“In my 19-plus years of being in the school-based health center world, I think one year we hit even,” he said. “But the organization believes in the mission, so we continue.”\u003c/p>\n\u003cp>Congress budgeted $50 million for school health clinics this fiscal year, but only about half are eligible. Advocates have urged Congress to quadruple that amount to $200 million in next fiscal year’s budget, which is currently being negotiated, and extend eligibility to all clinics.\u003c/p>\n\u003cp>More than 90 members of Congress have joined the call for more funding. Among them is Sen. Tom Carper, a Democrat and former governor of Delaware who has \u003ca class=\"Link\" href=\"https://www.delawareonline.com/story/opinion/2022/07/29/tom-carper-what-i-learned-as-delawares-governor-can-change-how-we-care-for-kids/65386043007/\" target=\"_blank\" rel=\"noopener\">long championed\u003c/a> school clinics.\u003c/p>\n\u003cp>“We’ve been a model, and actually showed that this is not just a good idea, but one that works,” said Carper, who accompanied U.S. Secretary of Education Miguel Cardona on \u003ca class=\"Link\" href=\"https://www.carper.senate.gov/newsroom/press-releases/u-s-education-secretary-cardona-visits-eisenberg-elementary-to-announce-4-8-million-to-help-delaware-address-youth-mental-health/\" target=\"_blank\" rel=\"noopener\">a visit to Eisenberg’s health center\u003c/a> last fall.\u003c/p>\n\u003cfigure id=\"attachment_61839\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61839\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Tina Kline is raising her grandson, John, a second grader in the Colonial School District in Delaware. A social worker from the school health clinic provided the family with food and clothes. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the likelihood of a federal funding boost dwindled last month, when leaders of both parties agreed to \u003ca class=\"Link\" href=\"https://apnews.com/article/debt-ceiling-deal-food-aid-student-loans-3c284b01d95f8e193bca8d873386400e\" target=\"_blank\" rel=\"noopener\">a debt-ceiling deal\u003c/a> that would freeze most domestic spending — meaning schools can’t count on Washington to keep their clinics open.\u003c/p>\n\u003cp>Delaware officials say they remain committed to school health centers. In 2020, the legislature began funding clinics in elementary schools with the greatest needs.\u003c/p>\n\u003cp>“It is a key component of public health,” said Leah Jones Woodall, who oversees school clinics for the state’s health and social services department.\u003c/p>\n\u003cp>The Colonial School District spends $675,000 annually to maintain its elementary school clinics, and recently it secured a \u003ca class=\"Link\" href=\"https://www.delawareonline.com/story/news/2022/10/28/new-castle-county-invests-in-wellness-centers-in-underserved-communities/69594575007/\" target=\"_blank\" rel=\"noopener\">$200,000 grant from the county\u003c/a> to open its first middle school clinic later this year. Eventually, students will be able to attend schools from kindergarten to graduation where health care is just down the hallway.\u003c/p>\n\u003cp>The clinics have also expanded their offerings. Last fall, Nemours Children’s Health hired a social worker, Dwane Budheah, who assists families with everything from food to housing — non-medical needs that play a big role in children’s health.\u003c/p>\n\u003cp>A few months ago, he contacted Tina Kline, who last year began raising her grandson John, a second grader, and his older sister. Kline was struggling to make ends meet on her fixed income, so Budheah accompanied her to the school pantry to load up on food and household items. Later, he brought John a new winter coat, a jacket, jeans, and socks.\u003c/p>\n\u003cp>“It made me feel good,” Kline said, “that somebody cared enough to help.”\u003c/p>\n\u003cp>\u003ci>Patrick Wall is a former senior reporter at Chalkbeat.\u003c/i>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2023/6/8/23747266/school-based-health-clinics-youth-mental-health\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was originally published by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Researchers have found that school health clinics boost physical and mental health. They also appear to improve student grades and attendance, and reduce disparities in health care access. ","status":"publish","parent":0,"modified":1686595988,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1879},"headData":{"title":"School clinics bolster students’ mental health. So why aren’t there more? | KQED","description":"Researchers have found that school health clinics boost physical and mental health. They also appear to improve student grades and attendance, and reduce disparities in health care access.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Researchers have found that school health clinics boost physical and mental health. They also appear to improve student grades and attendance, and reduce disparities in health care access.","schema":{"@context":"http://schema.org","@type":"Article","headline":"School clinics bolster students’ mental health. So why aren’t there more?","datePublished":"2023-06-12T18:53:08.000Z","dateModified":"2023-06-12T18:53:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Patrick Wall, \u003ca href=\"https://www.chalkbeat.org/\">Chalkbeat\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61832/school-clinics-bolster-students-mental-health-so-why-arent-there-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/6/8/23747266/school-based-health-clinics-youth-mental-health\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Her daughter’s anxiety was spiraling out of control and Jaquetta Johnson couldn’t find help.\u003c/p>\n\u003cp>Last fall, as the Delaware fourth grader’s acute anxiety kept her from concentrating in class, a doctor gave Johnson a list of children’s therapists. But all were fully booked, some with wait times of six months to a year.\u003c/p>\n\u003cp>Then Johnson heard about a new health clinic inside a school in her daughter’s school district south of Wilmington. Johnson enrolled her daughter, and soon she was receiving counseling.\u003c/p>\n\u003cp>“When nobody else would see her,” Johnson said, “she was able to get help at school.”\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>Nationwide, \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2019/05/2016-17-Census-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">nearly 2,600 health centers operated out of schools\u003c/a> in 2017, the most recent year with available data — more than twice the number that existed two decades earlier. Some 6.3 million students in more than 10,000 schools had access to the centers, according to the School-Based Health Alliance.\u003c/p>\n\u003cp>School-based health centers offer free services — from flu shots and physicals to contraceptive care and talk therapy — that students can access without need of insurance or a trip to the doctor’s office. \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2022/01/National-Survey-2021-Summary-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">The vast majority\u003c/a> offer behavioral health care, which is increasingly in demand as students’ mental health challenges mount.\u003c/p>\n\u003cp>“The mental health needs: It’s across districts, it’s across states, it’s across the country,” said Cheri Woodall, health and wellness supervisor in the Colonial School District, where Johnson’s daughter attends school.\u003c/p>\n\u003cp>Now, as many \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/18/23465030/youth-mental-health-crisis-school-staff-psychologist-counselor-social-worker-shortage\" target=\"_blank\" rel=\"noopener\">schools buckle under the weight of those needs\u003c/a> and some community providers cannot meet demand, on-campus health clinics are attracting new attention.\u003c/p>\n\u003cfigure id=\"attachment_61835\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61835\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb2-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Health clinics have operated out of schools for decades. At last count, there were nearly 2,600 school health clinics nationwide. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last month, Minnesota became the 21st state to fund school clinics, according to the alliance. Many governors, including those in \u003ca class=\"Link\" href=\"https://governor.ohio.gov/wps/portal/gov/governor/media/news-and-media/Governor-DeWine-Announces-25-9-million-for-136-new-or-expanded-School-Based-Health-Centers-03042022\" target=\"_blank\" rel=\"noopener\">Ohio\u003c/a> and \u003ca class=\"Link\" href=\"https://gov.georgia.gov/press-releases/2022-08-23/gov-kemp-supercharge-school-based-health-center-program-help-strengthen\" target=\"_blank\" rel=\"noopener\">Georgia\u003c/a>, used COVID recovery money to launch school health centers, and some federal lawmakers want to \u003ca class=\"Link\" href=\"https://www.sbh4all.org/2023/04/sbhc-legislation-and-funding-advances-at-state-and-federal-levels/\" target=\"_blank\" rel=\"noopener\">boost their funding\u003c/a>.\u003c/p>\n\u003cp>But despite the renewed interest in school clinics and the explosion of student needs, they remain under-funded and hard to keep afloat. Many clinics operate at a loss and must be subsidized by hospitals. Financial challenges are a major reason why \u003ca class=\"Link\" href=\"https://www.healthaffairs.org/doi/epdf/10.1377/hlthaff.2018.05472\" target=\"_blank\" rel=\"noopener\">just 1 in 10 public schools\u003c/a> have access to health clinics, even as \u003ca class=\"Link\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5759331/\" target=\"_blank\" rel=\"noopener\">decades of research\u003c/a> show they improve student health and academic outcomes.\u003c/p>\n\u003cp>“While there’s a lot of research supporting how beneficial it can be to bring this model into schools, there’s still not enough of them across the country,” said Samira Soleimanpour, a senior researcher at the University of California, San Francisco, who \u003ca class=\"Link\" href=\"https://schoolhealthresearch.ucsf.edu/peer-reviewed-publications\" target=\"_blank\" rel=\"noopener\">studies school clinics.\u003c/a>\u003c/p>\n\u003ch2 id=\"4XSULX\">School clinics spread, bolstered by evidence they work\u003c/h2>\n\u003cp>Delaware established its first school health clinic \u003ca class=\"Link\" href=\"https://udspace.udel.edu/server/api/core/bitstreams/523991e6-5c4f-4657-bb87-a55200f0eb42/content\" target=\"_blank\" rel=\"noopener\">nearly 40 years ago\u003c/a>, partly as a way to curb teen pregnancies. Today, it is the only state to require a health center in every traditional public high school.\u003c/p>\n\u003cp>But when David Distler became principal of Eisenberg Elementary School in the Colonial School District about a decade ago, none of the state’s elementary schools had a health clinic. Distler believed that students’ untreated medical conditions and trauma contributed to the school’s attendance and discipline problems. So when the district superintendent proposed opening a clinic at Eisenberg, Distler jumped at the idea.\u003c/p>\n\u003cp>It launched in 2016, becoming Delaware’s first health clinic in a traditional elementary school. Housed in a converted classroom, it features an exam room, a counseling office, and a lab that can run urine, blood, and saliva tests. Nemours Children’s Health, a nonprofit that operates pediatric hospitals and clinics, staffs it with nurse practitioners, social workers, and a psychologist.\u003c/p>\n\u003cfigure id=\"attachment_61836\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61836\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb3-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">The medical assistant at Eisenberg Elementary School’s health clinic checks a student’s blood pressure. The clinic offers physicals, vaccinations, counseling, and other free services to students. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some team members rotate among the district’s seven other elementary schools, so that students at every campus can access care. Parents simply need to enroll their children in the clinic — no insurance, copays, transportation, or time off work required.\u003c/p>\n\u003cp>School staffers also refer students. They can recommend counseling sessions for a child who lost a loved one, ask a clinician to intervene when a student’s unmanaged illness is causing frequent absences, or send a student with a sore throat to be tested for strep throat and, if positive, prescribed medication.\u003c/p>\n\u003cp>“It’s just so nice to have that support here,” said Michelle Rosseel, Eisenberg’s school nurse. “It works beautifully.”\u003c/p>\n\u003cp>Lorena Sandoval, the clinic’s medical assistant, recalled a student whose family had recently moved to the U.S. The boy needed a physical and immunization shots to start school, but his family lacked insurance and most doctor’s offices were booked solid. The school wellness center was able to see him within days, and soon he was taking classes.\u003c/p>\n\u003cp>Distler watched attendance and behavior at his 400-student school improve as more children received medical care and counseling. The number of “discipline referrals” for serious misbehavior plummeted from 1,000 annually when he arrived at Eisenberg to around 100 per year now, Distler said, which he attributes partly to the center.\u003c/p>\n\u003cp>“You’re getting those high-needs kids the help they need,” he said.\u003c/p>\n\u003cfigure id=\"attachment_61837\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61837\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb4-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal David Distler credits the health clinic at Eisenberg Elementary School with helping improve student behavior and attendance. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have found that \u003ca class=\"Link\" href=\"https://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-health/strategies/school-based-health-centers#footnote_2\" target=\"_blank\" rel=\"noopener\">school health clinics boost vaccination rates\u003c/a>, reduce emergency room and hospital visits, and can lower rates of teen pregnancy and depression. They also appear to \u003ca class=\"Link\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6381423/\" target=\"_blank\" rel=\"noopener\">improve student grades and attendance\u003c/a>, and reduce disparities by making health care more accessible to Black, Hispanic, and students from low-income backgrounds.\u003c/p>\n\u003cp>In addition to primary care, such as check-ups and asthma management, about 1 in 5 school clinics provide dental care and half offer reproductive health services to teens, including pregnancy and sexually transmitted infections tests, according to \u003ca class=\"Link\" href=\"https://www.sbh4all.org/wp-content/uploads/2022/01/National-Survey-2021-Summary-Report-Final.pdf\" target=\"_blank\" rel=\"noopener\">a 2021 survey\u003c/a>.\u003c/p>\n\u003cp>Behavioral health is a major focus: 80% of clinics offer support for students struggling with anxiety, substance use, suicidal thoughts, and other mental health challenges.\u003c/p>\n\u003cp>“For our most vulnerable students, that might be their only care,” said Katy Stinchfield, director of behavioral health programs at the School-Based Health Alliance. “If they don’t get it at school, they don’t get it.”\u003c/p>\n\u003cfigure id=\"attachment_61838\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61838\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb5-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Many school health clinics operate at a loss and must rely on sponsor organizations to keep them afloat. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"zK3W4B\">Despite support, school clinics struggle to stay afloat\u003c/h2>\n\u003cp>Today, health clinics are as commonplace in Delaware’s public high schools as libraries and cafeterias. Yet funding remains a perennial challenge.\u003c/p>\n\u003cp>State aid covers about half of the clinics’ annual operating costs, according to \u003ca class=\"Link\" href=\"https://dethrives.com/documents/providers/SBHC_Strategic_Plan_Final_Approved_2_.pdf\" target=\"_blank\" rel=\"noopener\">a 2021 state task force report\u003c/a>. The clinics also bill Medicaid and private insurers, but some students aren’t insured, certain services aren’t covered, and clinics don’t bill for confidential services, such as sexual health care. Also, only about 1 in 5 eligible Delaware students enroll in the clinics, according to \u003ca class=\"Link\" href=\"https://dethrives.com/documents/providers/Data_Brief_SBHC_final_2_.pdf\" target=\"_blank\" rel=\"noopener\">a state analysis\u003c/a>, limiting the number of billable services provided.\u003c/p>\n\u003cp>The result is a net loss of $22,000 per year for the average high school clinic and a gaping $300,000 annual deficit for elementary school clinics, which until recently did not receive state aid. The nonprofit hospitals that manage the clinics must make up the difference.\u003c/p>\n\u003cp>The same scenario plays out in other states, including New York, whose latest budget allocates about $21 million for the state’s \u003ca class=\"Link\" href=\"https://www.health.ny.gov/statistics/school/skfacts.htm\" target=\"_blank\" rel=\"noopener\">more than 250 school-based health centers\u003c/a>. The state grants and insurance reimbursements rarely cover a center’s full operating costs, said Dr. Viju Jacob, medical director at Urban Health Plan, a nonprofit that runs 12 school clinics in New York City.\u003c/p>\n\u003cp>“In my 19-plus years of being in the school-based health center world, I think one year we hit even,” he said. “But the organization believes in the mission, so we continue.”\u003c/p>\n\u003cp>Congress budgeted $50 million for school health clinics this fiscal year, but only about half are eligible. Advocates have urged Congress to quadruple that amount to $200 million in next fiscal year’s budget, which is currently being negotiated, and extend eligibility to all clinics.\u003c/p>\n\u003cp>More than 90 members of Congress have joined the call for more funding. Among them is Sen. Tom Carper, a Democrat and former governor of Delaware who has \u003ca class=\"Link\" href=\"https://www.delawareonline.com/story/opinion/2022/07/29/tom-carper-what-i-learned-as-delawares-governor-can-change-how-we-care-for-kids/65386043007/\" target=\"_blank\" rel=\"noopener\">long championed\u003c/a> school clinics.\u003c/p>\n\u003cp>“We’ve been a model, and actually showed that this is not just a good idea, but one that works,” said Carper, who accompanied U.S. Secretary of Education Miguel Cardona on \u003ca class=\"Link\" href=\"https://www.carper.senate.gov/newsroom/press-releases/u-s-education-secretary-cardona-visits-eisenberg-elementary-to-announce-4-8-million-to-help-delaware-address-youth-mental-health/\" target=\"_blank\" rel=\"noopener\">a visit to Eisenberg’s health center\u003c/a> last fall.\u003c/p>\n\u003cfigure id=\"attachment_61839\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61839\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/cb6-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Tina Kline is raising her grandson, John, a second grader in the Colonial School District in Delaware. A social worker from the school health clinic provided the family with food and clothes. \u003ccite>(Rachel Wisniewski/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the likelihood of a federal funding boost dwindled last month, when leaders of both parties agreed to \u003ca class=\"Link\" href=\"https://apnews.com/article/debt-ceiling-deal-food-aid-student-loans-3c284b01d95f8e193bca8d873386400e\" target=\"_blank\" rel=\"noopener\">a debt-ceiling deal\u003c/a> that would freeze most domestic spending — meaning schools can’t count on Washington to keep their clinics open.\u003c/p>\n\u003cp>Delaware officials say they remain committed to school health centers. In 2020, the legislature began funding clinics in elementary schools with the greatest needs.\u003c/p>\n\u003cp>“It is a key component of public health,” said Leah Jones Woodall, who oversees school clinics for the state’s health and social services department.\u003c/p>\n\u003cp>The Colonial School District spends $675,000 annually to maintain its elementary school clinics, and recently it secured a \u003ca class=\"Link\" href=\"https://www.delawareonline.com/story/news/2022/10/28/new-castle-county-invests-in-wellness-centers-in-underserved-communities/69594575007/\" target=\"_blank\" rel=\"noopener\">$200,000 grant from the county\u003c/a> to open its first middle school clinic later this year. Eventually, students will be able to attend schools from kindergarten to graduation where health care is just down the hallway.\u003c/p>\n\u003cp>The clinics have also expanded their offerings. Last fall, Nemours Children’s Health hired a social worker, Dwane Budheah, who assists families with everything from food to housing — non-medical needs that play a big role in children’s health.\u003c/p>\n\u003cp>A few months ago, he contacted Tina Kline, who last year began raising her grandson John, a second grader, and his older sister. Kline was struggling to make ends meet on her fixed income, so Budheah accompanied her to the school pantry to load up on food and household items. Later, he brought John a new winter coat, a jacket, jeans, and socks.\u003c/p>\n\u003cp>“It made me feel good,” Kline said, “that somebody cared enough to help.”\u003c/p>\n\u003cp>\u003ci>Patrick Wall is a former senior reporter at Chalkbeat.\u003c/i>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2023/6/8/23747266/school-based-health-clinics-youth-mental-health\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61832/school-clinics-bolster-students-mental-health-so-why-arent-there-more","authors":["byline_mindshift_61832"],"categories":["mindshift_21280","mindshift_21579"],"tags":["mindshift_21669","mindshift_21670","mindshift_20865","mindshift_21671","mindshift_21672"],"featImg":"mindshift_61834","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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