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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."},"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_62457":{"type":"posts","id":"mindshift_62457","meta":{"index":"posts_1591205157","site":"mindshift","id":"62457","score":null,"sort":[1695822338000]},"guestAuthors":[],"slug":"parents-are-you-overindulging-your-kid-this-4-question-test-can-help-you-find-out","title":"Parents, are you overindulging your kid? This 4-question test can help you find out","publishDate":1695822338,"format":"standard","headTitle":"Parents, are you overindulging your kid? This 4-question test can help you find out | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Parents, does this scenario sound familiar to you?\u003c/p>\n\u003cp>You’re at the grocery store and your four-year-old starts screaming because they want you to buy them candy. For a myriad of reasons — they’re crying and distressed, you’re exhausted and embarrassed — you surrender to their demands.\u003c/p>\n\u003cp>This is what overindulgent parenting can look like, says \u003ca href=\"https://www.familywisenw.com/therapists-1\">Lauren Silvers\u003c/a>, a child psychologist based in Washington state who specializes in children with social and behavioral problems. It’s when you give in to your child’s whims and desires because you don’t want to see them frustrated or uncomfortable, or want to avoid conflict.\u003c/p>\n\u003cp>This can be harmful to a child’s development if it becomes routine, says Silvers. “There are lots of negative outcomes associated with overindulgence, anything from over-dependence on others and being unable to learn necessary life lessons.”\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/fare.12853\">Research has shown\u003c/a> that this kind of parenting is associated with children who have low self-control, social anxiety such as fear of missing out, general anxiety, stress and low life satisfaction, says \u003ca href=\"https://healthandhumansciences.fsu.edu/departments/hdfs/faculty-staff/ming-cui/\">Ming Cui\u003c/a>, a professor at the Department of Human Development and Family Science at Florida State University. On the other hand, she says, children who have experienced less overindulgence \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/smi.1426\">are likelier\u003c/a> to exhibit “higher levels of emotional regulation, better problem-solving skills and coping abilities.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do you know if you’re overindulging your kid? And how do you raise your child to become a healthy, independent and responsible adult? Silvers and Cui share a 4-question test and helpful guidance for parents — including how to start enforcing new ground rules at home.\u003c/p>\n\u003ch3>What is ‘overindulgent parenting’?\u003c/h3>\n\u003cp>Unlike spoiling a kid, which is about catering to a child’s needs and wants for the sake of the child, overindulgence is about the adult — the caretaker “having some sort of need or discomfort they’re trying to alleviate, whether or not it’s in [the child’s] best interest,” says Silvers.\u003c/p>\n\u003cp>This form of parenting comes in many forms, she adds. Researchers have identified three types:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Material overindulgence: \u003c/strong>This is when you acquiesce to your child’s material demands, like a toy or a treat. “It is our job as parents to say enough is enough,” says Silvers.\u003c/li>\n\u003cli>\u003cstrong>Relational indulgence:\u003c/strong> This happens when “parents tend to do more for their kids than their kids actually need them to be doing,” says Silvers. “Parents are over-functioning and then it causes the child to under-function.” As a result, kids don’t learn developmentally appropriate tasks.\u003c/li>\n\u003cli>\u003cstrong>Structural indulgence:\u003c/strong> This happens when parents struggle to set and enforce rules, says Silvers. “Kids don’t like rules or being told ‘no,’ but they need them. They need to learn a sense of responsibility and know where the boundaries are so they know where they can feel safe.”\u003c/li>\n\u003c/ul>\n\u003ch3>Questions for parents: ‘The Test of Four’\u003c/h3>\n\u003cp>Parents can determine whether they are overindulging their kids by taking the “\u003ca href=\"https://extension.umn.edu/how-counter-overindulgence-parenting/overindulgence-test-four#sources-579460\">The Test of Four\u003c/a>,” a set of questions co-developed by the late teacher and parent-educator \u003ca href=\"https://www.amazon.com/How-Much-Enough-Overindulgence-Responsible/dp/1569244375\">Jean Illsley Clarke\u003c/a>. It asks parents to examine their own relationships with their children.\u003c/p>\n\u003cp>If you answer “yes” to any of these questions, it’s a signal that you may be overindulging your child, says Silvers. This test can be used for children of all ages.\u003c/p>\n\u003cp>\u003cstrong>1. Are my actions hindering my child from learning tasks that support their development?\u003c/strong>\u003c/p>\n\u003cp>This question gets at your child’s ability to achieve age-appropriate developmental milestones, says Silvers. If you are doing tasks for your kids such as “packing their lunch, cleaning their room or tying their shoes,” and they’re at an age when they should be able to do those things for themselves, then you’re holding them back from “their [ability to learn] new life skills.”\u003c/p>\n\u003cp>\u003cstrong>2. Am I giving a disproportionate amount of family resources to one or more of the children?\u003c/strong>\u003c/p>\n\u003cp>If you are giving more money, space, time, energy or attention to your kids than a situation calls for, “that places a burden on the family and takes away from where those resources might be needed,” says Silvers. Parents shouldn’t be going into debt to pay for a toy they can’t afford or spending all their free time doing child-centric activities just to keep their child happy.\u003c/p>\n\u003cp>\u003cstrong>3. Do the choices I make exist to benefit me, the adult, more than the child?\u003c/strong>\u003c/p>\n\u003cp>“If you are giving in [to your child] to keep yourself comfortable and to keep the day flowing, then there is a problem with overindulgence,” says Silvers. For example, steering clear of the toy aisle to avoid the headache of having to deal with a potential tantrum. Even though that may help the parents stay calm in the moment, it doesn’t serve the child in the long term, she adds. Kids need to learn that not having their way is OK.\u003c/p>\n\u003cp>\u003cstrong>4. Does the child’s behavior potentially harm others, society or the planet in some way?\u003c/strong>\u003c/p>\n\u003cp>“If you are allowing your child to do something that is harmful, disrespectful or defiant, or breaks a rule or infringes on somebody else’s rights, that’s a sign that there is overindulgence,” says Silvers. That includes throwing trash on the ground or wanting the largest piece of cake at a birthday gathering. Kids should understand that they have a responsibility to behave appropriately, she adds.\u003c/p>\n\u003ch3>Breaking the cycle of overindulgent parenting\u003c/h3>\n\u003cp>If you said yes to one or more of these questions, here is what you can do to set boundaries with your kid and set them up for emotional growth and independence.\u003c/p>\n\u003cp>\u003cstrong>Learn to say ‘no’ \u003c/strong>\u003c/p>\n\u003cp>Pick one area where you might be overindulging your child and say “no,” says Silvers. For example, if you usually let your kid ditch chores, like loading the dishwasher after dinner, because they whine about it, try a new approach.\u003c/p>\n\u003cp>The next time they ask if they can do the dishes later (which for some kids, may be code for “can’t you just do it?”) say “no.” Kids need to know how to contribute to their household — and a little responsibility is a great way to boost a child’s self-esteem. The computer game they wanted to play first will be waiting for them after they finish the dishes.\u003c/p>\n\u003cp>When you say “no,” make sure you follow through. That builds trust and shows kids you mean what you say.\u003c/p>\n\u003cp>Silvers acknowledges that saying “no” is hard on the parent. So get comfortable with the feeling of “your children being upset with you for hearing ‘no,’ ” she adds.\u003c/p>\n\u003cp>\u003cstrong>Make changes slowly \u003c/strong>\u003c/p>\n\u003cp>Don’t change all the rules overnight, says Silvers.\u003c/p>\n\u003cp>If you do, she warns, “they’re not going to react favorably. There is going to be a big emotional reaction if all of a sudden things go from being one way to completely different.”\u003c/p>\n\u003cp>Work up to a new rule or chore gradually, says Silvers. For example, if you tell your child you want them to be responsible for packing their own lunch, help them out the first few weeks. You might say, “I will make your sandwich for you [to put in your lunchbox], you pack your fruit,” she says. After a few days, you might start laying out the ingredients for them to assemble their own sandwich. Before you know it, they’ll be packing the whole thing themselves.\u003c/p>\n\u003cp>\u003cstrong>Give kids room to learn and grow\u003c/strong>\u003c/p>\n\u003cp>Allow your child to do things incorrectly so they can figure it out, says Silvers. Your kid may not be great at making their own sandwich the first time around, but that’s how kids learn.\u003c/p>\n\u003cp>While it might be easier and faster for you to do tasks for your child without their help, like picking up their toys after playtime, Silvers says this teaches kids that parents or caregivers will just do things for them. It tells them, “I can make messes and I don’t have to clean them up. Mommy will make sure I have everything I need.”\u003c/p>\n\u003cp>And it doesn’t set our kids up for real life. “In the real world, you are not there to pick up their stuff or make sure they have all their belongings. And so it’s important we take the time to teach our kids,” says Silvers.\u003c/p>\n\u003cp>\u003cstrong>Help kids earn what they want \u003c/strong>\u003c/p>\n\u003cp>So how should caregivers deal with a kid who demands, say, dessert every night or extra screen time?\u003c/p>\n\u003cp>Silvers says this is the perfect opportunity to teach them how to \u003cem>earn\u003c/em> what they want. Just as parents have to work and save money to pay for things, kids should put in a little effort as well.\u003c/p>\n\u003cp>Let’s say you’re at the toy store and your child really wants a new Lego set, but it’s pricey — over $150. In the moment, you can say, “that looks like a really cool toy. Let’s talk about it once we get home,” says Silvers.\u003c/p>\n\u003cp>Then you can make a plan with your child to help them earn that toy. Maybe you create a sticker chart or set up a marble jar to track when they do a good deed or complete a chore, like taking out the garbage. When they reach whatever goal you both agreed to, then they can get their toy.\u003c/p>\n\u003cp>The conversation may make your child realize: “If I have to work for it, do I really want it that bad?” says Silvers. “Or would it just be cool to have it because somebody else is paying for it and I can get it right this second?” If they still want it, then it’s a great opportunity to teach them that we have to work for the things we want.\u003c/p>\n\u003cp>\u003cem>The audio portion of this episode was edited by Sylvie Douglis and produced by Carly Rubin. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone. We’d love to hear from you. Leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem>, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on\u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\">\u003cem> Apple Podcasts\u003c/em>\u003c/a>\u003cem> and\u003c/em>\u003ca href=\"http://n.pr/3K3xVln\">\u003cem> Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our\u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\">\u003cem> newsletter\u003c/em>\u003c/a>\u003cem>.\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=Parents%2C+are+you+overindulging+your+kid%3F+This+4-question+test+can+help+you+find+out&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Giving in to your kid too much can be harmful to their development. Take the 'Test of Four' to examine your relationship with your child — then find out how to say 'no' and enforce rules that stick.","status":"publish","parent":0,"modified":1696254725,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1823},"headData":{"title":"Parents, are you overindulging your kid? This 4-question test can help you find out | KQED","description":"Giving in to your kid too much can be harmful to their development. Find out how to say 'no' and enforce rules that stick.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Giving in to your kid too much can be harmful to their development. Find out how to say 'no' and enforce rules that stick."},"nprByline":"Diana Opong","nprImageAgency":"Kaz Fantone/NPR","nprStoryId":"1199885688","nprApiLink":"http://api.npr.org/query?id=1199885688&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/09/16/1199885688/the-consequences-of-overindulging-your-kids?ft=nprml&f=1199885688","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Sep 2023 13:59:00 -0400","nprStoryDate":"Mon, 18 Sep 2023 05:57:28 -0400","nprLastModifiedDate":"Mon, 25 Sep 2023 13:40:49 -0400","nprAudio":"https://play.podtrac.com/npr-510338/traffic.megaphone.fm/NPR1086486104.mp3?orgId=1&topicId=1164&aggIds=676529561&p=510338&e=1199885688&size=19259604&d=1203&t=podcast&ft=nprml&f=1199885688,https://play.podtrac.com/npr-510338/ondemand.npr.org/anon.npr-mp3/npr/lifekit/2023/09/20230918_lifekit_89b10758-dc8c-414b-bad9-32364afd309b.mp3?orgId=1&topicId=1164&aggIds=676529561&d=1203&p=510338&story=1199885688&t=podcast&e=1199885688&ft=nprml&f=1199885688","nprAudioM3u":"http://api.npr.org/m3u/11199969956-41ed5c.m3u?orgId=1&topicId=1164&aggIds=676529561&p=510338&e=1199885688&size=19259604&d=1203&t=podcast&ft=nprml&f=1199885688,http://api.npr.org/m3u/11200804205-e6be5f.m3u?orgId=1&topicId=1164&aggIds=676529561&d=1203&p=510338&story=1199885688&t=podcast&e=1199885688&ft=nprml&f=1199885688","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62457/parents-are-you-overindulging-your-kid-this-4-question-test-can-help-you-find-out","audioUrl":"https://play.podtrac.com/npr-510338/traffic.megaphone.fm/NPR1086486104.mp3?orgId=1&topicId=1164&aggIds=676529561&p=510338&e=1199885688&size=19259604&d=1203&t=podcast&ft=nprml&f=1199885688,https://play.podtrac.com/npr-510338/ondemand.npr.org/anon.npr-mp3/npr/lifekit/2023/09/20230918_lifekit_89b10758-dc8c-414b-bad9-32364afd309b.mp3?orgId=1&topicId=1164&aggIds=676529561&d=1203&p=510338&story=1199885688&t=podcast&e=1199885688&ft=nprml&f=1199885688","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents, does this scenario sound familiar to you?\u003c/p>\n\u003cp>You’re at the grocery store and your four-year-old starts screaming because they want you to buy them candy. For a myriad of reasons — they’re crying and distressed, you’re exhausted and embarrassed — you surrender to their demands.\u003c/p>\n\u003cp>This is what overindulgent parenting can look like, says \u003ca href=\"https://www.familywisenw.com/therapists-1\">Lauren Silvers\u003c/a>, a child psychologist based in Washington state who specializes in children with social and behavioral problems. It’s when you give in to your child’s whims and desires because you don’t want to see them frustrated or uncomfortable, or want to avoid conflict.\u003c/p>\n\u003cp>This can be harmful to a child’s development if it becomes routine, says Silvers. “There are lots of negative outcomes associated with overindulgence, anything from over-dependence on others and being unable to learn necessary life lessons.”\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/fare.12853\">Research has shown\u003c/a> that this kind of parenting is associated with children who have low self-control, social anxiety such as fear of missing out, general anxiety, stress and low life satisfaction, says \u003ca href=\"https://healthandhumansciences.fsu.edu/departments/hdfs/faculty-staff/ming-cui/\">Ming Cui\u003c/a>, a professor at the Department of Human Development and Family Science at Florida State University. On the other hand, she says, children who have experienced less overindulgence \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/smi.1426\">are likelier\u003c/a> to exhibit “higher levels of emotional regulation, better problem-solving skills and coping abilities.”\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>So how do you know if you’re overindulging your kid? And how do you raise your child to become a healthy, independent and responsible adult? Silvers and Cui share a 4-question test and helpful guidance for parents — including how to start enforcing new ground rules at home.\u003c/p>\n\u003ch3>What is ‘overindulgent parenting’?\u003c/h3>\n\u003cp>Unlike spoiling a kid, which is about catering to a child’s needs and wants for the sake of the child, overindulgence is about the adult — the caretaker “having some sort of need or discomfort they’re trying to alleviate, whether or not it’s in [the child’s] best interest,” says Silvers.\u003c/p>\n\u003cp>This form of parenting comes in many forms, she adds. Researchers have identified three types:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Material overindulgence: \u003c/strong>This is when you acquiesce to your child’s material demands, like a toy or a treat. “It is our job as parents to say enough is enough,” says Silvers.\u003c/li>\n\u003cli>\u003cstrong>Relational indulgence:\u003c/strong> This happens when “parents tend to do more for their kids than their kids actually need them to be doing,” says Silvers. “Parents are over-functioning and then it causes the child to under-function.” As a result, kids don’t learn developmentally appropriate tasks.\u003c/li>\n\u003cli>\u003cstrong>Structural indulgence:\u003c/strong> This happens when parents struggle to set and enforce rules, says Silvers. “Kids don’t like rules or being told ‘no,’ but they need them. They need to learn a sense of responsibility and know where the boundaries are so they know where they can feel safe.”\u003c/li>\n\u003c/ul>\n\u003ch3>Questions for parents: ‘The Test of Four’\u003c/h3>\n\u003cp>Parents can determine whether they are overindulging their kids by taking the “\u003ca href=\"https://extension.umn.edu/how-counter-overindulgence-parenting/overindulgence-test-four#sources-579460\">The Test of Four\u003c/a>,” a set of questions co-developed by the late teacher and parent-educator \u003ca href=\"https://www.amazon.com/How-Much-Enough-Overindulgence-Responsible/dp/1569244375\">Jean Illsley Clarke\u003c/a>. It asks parents to examine their own relationships with their children.\u003c/p>\n\u003cp>If you answer “yes” to any of these questions, it’s a signal that you may be overindulging your child, says Silvers. This test can be used for children of all ages.\u003c/p>\n\u003cp>\u003cstrong>1. Are my actions hindering my child from learning tasks that support their development?\u003c/strong>\u003c/p>\n\u003cp>This question gets at your child’s ability to achieve age-appropriate developmental milestones, says Silvers. If you are doing tasks for your kids such as “packing their lunch, cleaning their room or tying their shoes,” and they’re at an age when they should be able to do those things for themselves, then you’re holding them back from “their [ability to learn] new life skills.”\u003c/p>\n\u003cp>\u003cstrong>2. Am I giving a disproportionate amount of family resources to one or more of the children?\u003c/strong>\u003c/p>\n\u003cp>If you are giving more money, space, time, energy or attention to your kids than a situation calls for, “that places a burden on the family and takes away from where those resources might be needed,” says Silvers. Parents shouldn’t be going into debt to pay for a toy they can’t afford or spending all their free time doing child-centric activities just to keep their child happy.\u003c/p>\n\u003cp>\u003cstrong>3. Do the choices I make exist to benefit me, the adult, more than the child?\u003c/strong>\u003c/p>\n\u003cp>“If you are giving in [to your child] to keep yourself comfortable and to keep the day flowing, then there is a problem with overindulgence,” says Silvers. For example, steering clear of the toy aisle to avoid the headache of having to deal with a potential tantrum. Even though that may help the parents stay calm in the moment, it doesn’t serve the child in the long term, she adds. Kids need to learn that not having their way is OK.\u003c/p>\n\u003cp>\u003cstrong>4. Does the child’s behavior potentially harm others, society or the planet in some way?\u003c/strong>\u003c/p>\n\u003cp>“If you are allowing your child to do something that is harmful, disrespectful or defiant, or breaks a rule or infringes on somebody else’s rights, that’s a sign that there is overindulgence,” says Silvers. That includes throwing trash on the ground or wanting the largest piece of cake at a birthday gathering. Kids should understand that they have a responsibility to behave appropriately, she adds.\u003c/p>\n\u003ch3>Breaking the cycle of overindulgent parenting\u003c/h3>\n\u003cp>If you said yes to one or more of these questions, here is what you can do to set boundaries with your kid and set them up for emotional growth and independence.\u003c/p>\n\u003cp>\u003cstrong>Learn to say ‘no’ \u003c/strong>\u003c/p>\n\u003cp>Pick one area where you might be overindulging your child and say “no,” says Silvers. For example, if you usually let your kid ditch chores, like loading the dishwasher after dinner, because they whine about it, try a new approach.\u003c/p>\n\u003cp>The next time they ask if they can do the dishes later (which for some kids, may be code for “can’t you just do it?”) say “no.” Kids need to know how to contribute to their household — and a little responsibility is a great way to boost a child’s self-esteem. The computer game they wanted to play first will be waiting for them after they finish the dishes.\u003c/p>\n\u003cp>When you say “no,” make sure you follow through. That builds trust and shows kids you mean what you say.\u003c/p>\n\u003cp>Silvers acknowledges that saying “no” is hard on the parent. So get comfortable with the feeling of “your children being upset with you for hearing ‘no,’ ” she adds.\u003c/p>\n\u003cp>\u003cstrong>Make changes slowly \u003c/strong>\u003c/p>\n\u003cp>Don’t change all the rules overnight, says Silvers.\u003c/p>\n\u003cp>If you do, she warns, “they’re not going to react favorably. There is going to be a big emotional reaction if all of a sudden things go from being one way to completely different.”\u003c/p>\n\u003cp>Work up to a new rule or chore gradually, says Silvers. For example, if you tell your child you want them to be responsible for packing their own lunch, help them out the first few weeks. You might say, “I will make your sandwich for you [to put in your lunchbox], you pack your fruit,” she says. After a few days, you might start laying out the ingredients for them to assemble their own sandwich. Before you know it, they’ll be packing the whole thing themselves.\u003c/p>\n\u003cp>\u003cstrong>Give kids room to learn and grow\u003c/strong>\u003c/p>\n\u003cp>Allow your child to do things incorrectly so they can figure it out, says Silvers. Your kid may not be great at making their own sandwich the first time around, but that’s how kids learn.\u003c/p>\n\u003cp>While it might be easier and faster for you to do tasks for your child without their help, like picking up their toys after playtime, Silvers says this teaches kids that parents or caregivers will just do things for them. It tells them, “I can make messes and I don’t have to clean them up. Mommy will make sure I have everything I need.”\u003c/p>\n\u003cp>And it doesn’t set our kids up for real life. “In the real world, you are not there to pick up their stuff or make sure they have all their belongings. And so it’s important we take the time to teach our kids,” says Silvers.\u003c/p>\n\u003cp>\u003cstrong>Help kids earn what they want \u003c/strong>\u003c/p>\n\u003cp>So how should caregivers deal with a kid who demands, say, dessert every night or extra screen time?\u003c/p>\n\u003cp>Silvers says this is the perfect opportunity to teach them how to \u003cem>earn\u003c/em> what they want. Just as parents have to work and save money to pay for things, kids should put in a little effort as well.\u003c/p>\n\u003cp>Let’s say you’re at the toy store and your child really wants a new Lego set, but it’s pricey — over $150. In the moment, you can say, “that looks like a really cool toy. Let’s talk about it once we get home,” says Silvers.\u003c/p>\n\u003cp>Then you can make a plan with your child to help them earn that toy. Maybe you create a sticker chart or set up a marble jar to track when they do a good deed or complete a chore, like taking out the garbage. When they reach whatever goal you both agreed to, then they can get their toy.\u003c/p>\n\u003cp>The conversation may make your child realize: “If I have to work for it, do I really want it that bad?” says Silvers. “Or would it just be cool to have it because somebody else is paying for it and I can get it right this second?” If they still want it, then it’s a great opportunity to teach them that we have to work for the things we want.\u003c/p>\n\u003cp>\u003cem>The audio portion of this episode was edited by Sylvie Douglis and produced by Carly Rubin. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone. We’d love to hear from you. Leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem>, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\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>Listen to Life Kit on\u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\">\u003cem> Apple Podcasts\u003c/em>\u003c/a>\u003cem> and\u003c/em>\u003ca href=\"http://n.pr/3K3xVln\">\u003cem> Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our\u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\">\u003cem> newsletter\u003c/em>\u003c/a>\u003cem>.\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=Parents%2C+are+you+overindulging+your+kid%3F+This+4-question+test+can+help+you+find+out&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62457/parents-are-you-overindulging-your-kid-this-4-question-test-can-help-you-find-out","authors":["byline_mindshift_62457"],"categories":["mindshift_21385"],"tags":["mindshift_21507","mindshift_21807","mindshift_21808","mindshift_21806","mindshift_20568","mindshift_21038"],"featImg":"mindshift_62458","label":"mindshift"},"mindshift_62233":{"type":"posts","id":"mindshift_62233","meta":{"index":"posts_1591205157","site":"mindshift","id":"62233","score":null,"sort":[1693908018000]},"guestAuthors":[],"slug":"how-to-help-your-kids-navigate-social-media-without-getting-lost","title":"How to help your kids navigate social media without getting lost","publishDate":1693908018,"format":"standard","headTitle":"How to help your kids navigate social media without getting lost | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Six years ago, Harvard \u003ca href=\"https://www.nytimes.com/2017/06/07/opinion/how-to-keep-your-college-admission-offer-start-with-digital-literacy.html?searchResultPosition=1\">withdrew admissions offers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> from 10 high school seniors it had previously accepted. School officials had gotten wind of jokes circulating on the students’ private Facebook group — memes that made light of school shootings and found hilarity in the Holocaust, among other repellant takes — and reversed course. After the George Floyd murder in 2020, more young people who had posted racist or apparently bigoted posts in their youth faced similar punishment when sleuths unearthed and shared their online offenses. A prominent \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/02/us/racism-social-media-college-admissions.html?searchResultPosition=1\">\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">story \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">spread the word to ambitious kids and anxious parents: be careful what you say online, because it \u003ca href=\"https://www.kqed.org/mindshift/58688/you-can-now-ask-google-to-scrub-images-of-minors-from-its-search-results\">never goes away\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Author and media/technology guru \u003ca href=\"https://twitter.com/DevorahHeitner\">Devorah Heitner\u003c/a> heard all about it. Panicked parents approached her and asked, how can I keep my kid from going viral for all the wrong reasons? Heitner’s latest \u003c/span>\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/690819/growing-up-in-public-by-devorah-heitner-phd/\">\u003ci>\u003cspan style=\"font-weight: 400\">Growing Up In Public: Coming of Age in a Digital World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, addresses these and other concerns related to \u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">kids’ use and misuse of social media\u003c/a>, as well as the subversive impact of surveillance culture. Heitner wants to help young people and their parents \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">better navigate the digital universe\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But first, let’s be clear about the likely downstream impact of foolish or cruel social media posts on college admissions. Most applicants needn’t agonize about an old SnapChat shot or Facebook message derailing their college dreams; admissions officers barely have the time to review the applications on their desks, let alone comb through ancient Instagram posts. What’s more important is that kids don’t get the message from the grown-ups in their lives that what matters is not getting caught. “I’d worry much more about kids who think genocide is funny than that they didn’t get into Harvard,” Heitner told me. Better to think about children’s character — what kind of teammate or classmate or citizen they are — than on the consequences of a callous post.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What parents \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be worried about, or at least attentive to, are subterranean violations of privacy: social media companies scooping up seemingly innocuous data, filtering it through their algorithms, and turning it back on kids to drive consumption. Parents also need to pay attention to creepy sexual harassment on Instagram, which has \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">become routine for girls\u003c/a>. Though common, few kids will tell their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heitner’s advice to parents is grounded in mentorship and communication. “We want our kids to make good decisions, even when we are not right there,” she writes. “Mentoring is better than monitoring if we want to set our kids up for success.” She offers these and other suggestions to parents looking for guidance: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Heal thyself\u003c/b>\u003cspan style=\"font-weight: 400\">. Grown-ups are famous for tut-tutting about kids these days, but \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">many of us are guilty of the very behavior we bemoan\u003c/a>: cocooning with our phones at all hours, lamenting the failure of our thousands of friends to like a brilliant post, and sharing personal information haphazardly online. To encourage prudent phone and social media use with kids, adults need to adopt it themselves. As a practical matter, that means detaching regularly from electronic devices and downplaying the impact of likes and follows. It also requires parents to be cautious about “sharenting” — displaying triumphant photos of our kids online.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Minimize surveillance.\u003c/b>\u003cspan style=\"font-weight: 400\"> Some kids report being fine with their parents tracking their every move, monitoring their grades and reviewing their texts. But kids acquiescing to their parents’ obsessive worry doesn’t make it wise or right. Keeping a constant eye on kids’ whereabouts generates suspicion and signals an essential mistrust in the child; they can’t be counted on to handle their own assignments, or travel from school to the library without getting lost. Growing up means figuring out how to manage oneself and carry out responsibilities. Better to \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">mentor kids in developing agency\u003c/a> than snooping and spying, which only allows for “catching” kids after the fact.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about social media.\u003c/b>\u003cspan style=\"font-weight: 400\"> Immersed in flawless worlds where everyone is celebrating fabulous events that don’t include you, normal kids can easily feel like losers. To offset the enervating effect of Instagram and TikTok, parents need to communicate with their children about…reality. \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">Remind them that social media imagery is curated\u003c/a>. Invite them to assess their feelings when perusing these apps, so they learn how to understand and manage their emotions. Encourage actual activities with friends. Remind them to read posts before “liking” them. “Others’ social media is a performance,” Heitner said. And if kids do something dumb or foolish online to elicit a reaction, resist the temptation to yank their phones away; doing so will drive them to keep secrets. Instead, use the episode as an opportunity to address why posting certain pictures or liking edgy takes can backfire and give others the wrong impression of what kind of person you are.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Guide them on how to share personal information.\u003c/b>\u003cspan style=\"font-weight: 400\"> “There’s no opting out of mentoring our kids on technology,” Heitner said. Help them to be thoughtful about what they share, rather than impulsive. Encourage them to pause before posting something sensitive, and to challenge their own reasoning; if it’s to accumulate likes, that’s probably a bad reason. Advise them that if their post is deeply personal, they would be wise to keep it within a trusted group — friends who have demonstrated they can handle others’ personal disclosures. Though they might resist, kids intent on sharing intimate stories can be encouraged to tell their trusted friends in person rather than through Instagram. And unless the child is floundering, don’t snoop. No good can come of it.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about sexting. \u003c/b>\u003cspan style=\"font-weight: 400\">Regrettable it may be, but most middle school children know about explicit imagery popping up on their phones. Heitner encourages parents to talk with their children about never forwarding explicit pictures, regardless of the source. Explain how doing so \u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">breaches another’s privacy and transgresses ethics\u003c/a> — while also violating the law in some states. A parent might invite an exchange the next time a celebrity’s private photos are disseminated against her will. “It’s not an optional conversation,” Heitner told me.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Help them through the worst. \u003c/b>\u003cspan style=\"font-weight: 400\">Despite a parent’s best efforts, some kids do get caught up in social media scandals. There’s a way to handle this, Heitner says. First, let them know you understand their feelings of shame, humiliation or anger. Protect them from physical danger if such a risk exists. Then, invite them to reflect on and interrogate their own actions in the episode. And always set a good example: if other children are publicly shamed, don’t reshare and pile on. It’s during such dreadful periods that a family custom of open communication becomes most valuable. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"To help kids avoid the hazards of social media, parents should focus on mentoring over monitoring, says Devorah Heitner, author of \"Growing Up In Public: Coming of Age in a Digital World.\"","status":"publish","parent":0,"modified":1693919124,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1182},"headData":{"title":"How to help your kids navigate social media without getting lost | KQED","description":"To help kids avoid the hazards of growing up in a digital world, parents should focus on mentoring over monitoring, says author Devorah Heitner.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"To help kids avoid the hazards of growing up in a digital world, parents should focus on mentoring over monitoring, says author Devorah Heitner."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Six years ago, Harvard \u003ca href=\"https://www.nytimes.com/2017/06/07/opinion/how-to-keep-your-college-admission-offer-start-with-digital-literacy.html?searchResultPosition=1\">withdrew admissions offers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> from 10 high school seniors it had previously accepted. School officials had gotten wind of jokes circulating on the students’ private Facebook group — memes that made light of school shootings and found hilarity in the Holocaust, among other repellant takes — and reversed course. After the George Floyd murder in 2020, more young people who had posted racist or apparently bigoted posts in their youth faced similar punishment when sleuths unearthed and shared their online offenses. A prominent \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/02/us/racism-social-media-college-admissions.html?searchResultPosition=1\">\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">story \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">spread the word to ambitious kids and anxious parents: be careful what you say online, because it \u003ca href=\"https://www.kqed.org/mindshift/58688/you-can-now-ask-google-to-scrub-images-of-minors-from-its-search-results\">never goes away\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Author and media/technology guru \u003ca href=\"https://twitter.com/DevorahHeitner\">Devorah Heitner\u003c/a> heard all about it. Panicked parents approached her and asked, how can I keep my kid from going viral for all the wrong reasons? Heitner’s latest \u003c/span>\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/690819/growing-up-in-public-by-devorah-heitner-phd/\">\u003ci>\u003cspan style=\"font-weight: 400\">Growing Up In Public: Coming of Age in a Digital World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, addresses these and other concerns related to \u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">kids’ use and misuse of social media\u003c/a>, as well as the subversive impact of surveillance culture. Heitner wants to help young people and their parents \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">better navigate the digital universe\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But first, let’s be clear about the likely downstream impact of foolish or cruel social media posts on college admissions. Most applicants needn’t agonize about an old SnapChat shot or Facebook message derailing their college dreams; admissions officers barely have the time to review the applications on their desks, let alone comb through ancient Instagram posts. What’s more important is that kids don’t get the message from the grown-ups in their lives that what matters is not getting caught. “I’d worry much more about kids who think genocide is funny than that they didn’t get into Harvard,” Heitner told me. Better to think about children’s character — what kind of teammate or classmate or citizen they are — than on the consequences of a callous post.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What parents \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be worried about, or at least attentive to, are subterranean violations of privacy: social media companies scooping up seemingly innocuous data, filtering it through their algorithms, and turning it back on kids to drive consumption. Parents also need to pay attention to creepy sexual harassment on Instagram, which has \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">become routine for girls\u003c/a>. Though common, few kids will tell their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heitner’s advice to parents is grounded in mentorship and communication. “We want our kids to make good decisions, even when we are not right there,” she writes. “Mentoring is better than monitoring if we want to set our kids up for success.” She offers these and other suggestions to parents looking for guidance: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Heal thyself\u003c/b>\u003cspan style=\"font-weight: 400\">. Grown-ups are famous for tut-tutting about kids these days, but \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">many of us are guilty of the very behavior we bemoan\u003c/a>: cocooning with our phones at all hours, lamenting the failure of our thousands of friends to like a brilliant post, and sharing personal information haphazardly online. To encourage prudent phone and social media use with kids, adults need to adopt it themselves. As a practical matter, that means detaching regularly from electronic devices and downplaying the impact of likes and follows. It also requires parents to be cautious about “sharenting” — displaying triumphant photos of our kids online.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Minimize surveillance.\u003c/b>\u003cspan style=\"font-weight: 400\"> Some kids report being fine with their parents tracking their every move, monitoring their grades and reviewing their texts. But kids acquiescing to their parents’ obsessive worry doesn’t make it wise or right. Keeping a constant eye on kids’ whereabouts generates suspicion and signals an essential mistrust in the child; they can’t be counted on to handle their own assignments, or travel from school to the library without getting lost. Growing up means figuring out how to manage oneself and carry out responsibilities. Better to \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">mentor kids in developing agency\u003c/a> than snooping and spying, which only allows for “catching” kids after the fact.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about social media.\u003c/b>\u003cspan style=\"font-weight: 400\"> Immersed in flawless worlds where everyone is celebrating fabulous events that don’t include you, normal kids can easily feel like losers. To offset the enervating effect of Instagram and TikTok, parents need to communicate with their children about…reality. \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">Remind them that social media imagery is curated\u003c/a>. Invite them to assess their feelings when perusing these apps, so they learn how to understand and manage their emotions. Encourage actual activities with friends. Remind them to read posts before “liking” them. “Others’ social media is a performance,” Heitner said. And if kids do something dumb or foolish online to elicit a reaction, resist the temptation to yank their phones away; doing so will drive them to keep secrets. Instead, use the episode as an opportunity to address why posting certain pictures or liking edgy takes can backfire and give others the wrong impression of what kind of person you are.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Guide them on how to share personal information.\u003c/b>\u003cspan style=\"font-weight: 400\"> “There’s no opting out of mentoring our kids on technology,” Heitner said. Help them to be thoughtful about what they share, rather than impulsive. Encourage them to pause before posting something sensitive, and to challenge their own reasoning; if it’s to accumulate likes, that’s probably a bad reason. Advise them that if their post is deeply personal, they would be wise to keep it within a trusted group — friends who have demonstrated they can handle others’ personal disclosures. Though they might resist, kids intent on sharing intimate stories can be encouraged to tell their trusted friends in person rather than through Instagram. And unless the child is floundering, don’t snoop. No good can come of it.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about sexting. \u003c/b>\u003cspan style=\"font-weight: 400\">Regrettable it may be, but most middle school children know about explicit imagery popping up on their phones. Heitner encourages parents to talk with their children about never forwarding explicit pictures, regardless of the source. Explain how doing so \u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">breaches another’s privacy and transgresses ethics\u003c/a> — while also violating the law in some states. A parent might invite an exchange the next time a celebrity’s private photos are disseminated against her will. “It’s not an optional conversation,” Heitner told me.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Help them through the worst. \u003c/b>\u003cspan style=\"font-weight: 400\">Despite a parent’s best efforts, some kids do get caught up in social media scandals. There’s a way to handle this, Heitner says. First, let them know you understand their feelings of shame, humiliation or anger. Protect them from physical danger if such a risk exists. Then, invite them to reflect on and interrogate their own actions in the episode. And always set a good example: if other children are publicly shamed, don’t reshare and pile on. It’s during such dreadful periods that a family custom of open communication becomes most valuable. \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>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost","authors":["4613"],"categories":["mindshift_21445","mindshift_21385"],"tags":["mindshift_21632","mindshift_21507","mindshift_21530","mindshift_21038","mindshift_20816","mindshift_30","mindshift_21531"],"featImg":"mindshift_62340","label":"mindshift"},"mindshift_61372":{"type":"posts","id":"mindshift_61372","meta":{"index":"posts_1591205157","site":"mindshift","id":"61372","score":null,"sort":[1683084613000]},"guestAuthors":[],"slug":"how-arts-education-builds-better-brains-and-better-lives","title":"How arts education builds better brains and better lives","publishDate":1683084613,"format":"standard","headTitle":"How arts education builds better brains and better lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","status":"publish","parent":0,"modified":1683086002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1340},"headData":{"title":"How arts education builds better brains and better lives | KQED","description":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\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>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","authors":["4354"],"categories":["mindshift_20579","mindshift_21504"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21036","mindshift_46","mindshift_21038","mindshift_943","mindshift_20616"],"featImg":"mindshift_61569","label":"mindshift"},"mindshift_61492":{"type":"posts","id":"mindshift_61492","meta":{"index":"posts_1591205157","site":"mindshift","id":"61492","score":null,"sort":[1682476837000]},"guestAuthors":[],"slug":"relax-your-adult-child-is-probably-fine","title":"Relax: Your adult child is probably fine","publishDate":1682476837,"format":"standard","headTitle":"Relax: Your adult child is probably fine | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Before \u003ca href=\"https://twitter.com/ldsteinberg\" target=\"_blank\" rel=\"noopener\">Laurence Steinberg\u003c/a> started writing his latest book, he poked around on Google to examine the literature on parents of adult children. What he found surprised him. Most books were about estrangement, what most would consider a semi-permanent rupture between parent and child. As for the everyday fears that plague many mothers and fathers of adult children — over their kids’ apparently unhurried educations, leisurely careers, and foot-dragging with romantic partners — there was little to nothing. The Temple University professor of psychology and neuroscience who has studied young adults for decades decided that anxious parents would benefit from a closer look at the mysterious young adults in their midst. \u003cem>\u003ca href=\"https://www.laurencesteinberg.com/books/you-and-your-adult-child\" target=\"_blank\" rel=\"noopener\">You and Your Adult Child: How to Grow Together in Challenging Times\u003c/a>\u003c/em> is a comforting reality check that many of us need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61501 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild.jpg 264w\" sizes=\"(max-width: 160px) 100vw, 160px\">“Delayed adulthood is a sociological phenomenon, not a psychological one; it’s a reflection of structural changes in the economy, the labor force and education,” Steinberg told me. Young adults do take longer than before to establish complete independence — about five years later than the prior generation. But there’s no evidence to support the notion that this delay is a signal of psychological distress. Indeed, settling more slowly into careers and family life makes sense when considering the cognitive development that’s occurring among those in their early 20s. Neuroscientists have figured out that \u003c/span>\u003cspan style=\"font-weight: 400\">the young adult brain \u003c/span>\u003cspan style=\"font-weight: 400\">is highly malleable and receptive to its environment. Young adults are growing and learning well into their 20s, meaning that the right challenges and experiences during this time will contribute to their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Steinberg debunks several established myths about older children that can preoccupy their parents. Consider marriage: As with other markers of young adulthood, marriage happens later than it ever used to — usually at age 30 for men and 28 for women — but does occur eventually for many people. Among individuals ages 33-44 in the top 40% of the income bracket, \u003ca href=\"https://www.brookings.edu/research/middle-class-marriage-is-declining-and-likely-deepening-inequality/\" target=\"_blank\" rel=\"noopener\">almost 80% are married\u003c/a> — a similar number to their predecessors 40 years ago. While marriage is less common among lower-income couples, \u003ca href=\"https://www.census.gov/library/stories/2018/11/cohabitation-is-up-marriage-is-down-for-young-adults.html\">15% of 25- to 34-year-olds live with a partner\u003c/a>. Indeed, \u003ca href=\"https://www.bgsu.edu/ncfmr/resources/data/family-profiles/manning-carlson-trends-cohabitation-marriage-fp-21-04.html\" target=\"_blank\" rel=\"noopener\">75% of couples who got married from 2015-2019 cohabitated first\u003c/a>. There’s no need to fret over your happily unhitched older child: Many will marry eventually. “If I can help parents feel reassured that the world isn’t falling apart if their 30-year-old isn’t married, that will be valuable,” Steinberg told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents also worry about their kids’ delay in graduating from college and slow walk to finding a remunerative job. Why the dithering? Steinberg explains that the “four-year degree” is largely mythology: 40% of college freshmen never graduate, and those who do often take five or even six years to finish — a function, in part, of increasingly complex university degree requirements that tack on an extra semester or three. As well, graduates often find that potential employers expect their new hires to be learned in specialized skills that require even more training, further slowing their entry into the world of work. “It takes kids longer to get into their career,” Steinberg said. Also complicating matters, all the lead up to gainful employment often means kids remain financially dependent on their parents well into their 20s, or even beyond.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61506\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61506\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-scaled.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Laurence Steinberg\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents of older children want to ease tensions over some of these concerns, they might shift the way they think about and respond to their kids’ path to adulthood. The first rule is to avoid ponderous comparisons between your own (faster, tidier) route to maturity and your child’s; “when I was your age,” is a conversation killer. Also, when considering whether to weigh in about your child’s job search, partner, finances, social media use, housekeeping (the list goes on), adopt a variation of the Hippocratic Oath: first, do no harm. As Steinberg puts it, “Speak up when you must, but unless your child specifically asks for it, keep your opinion to yourself.” Such discretion may not come naturally to a generation of parents who have been \u003ca href=\"https://www.kqed.org/mindshift/tag/overparenting\" target=\"_blank\" rel=\"noopener\">hovering anxiously over their children\u003c/a> since birth. But stepping back and staying mum is the way to give your adult kids space to make their own decisions. It also signals that you have faith in their ability to figure out their own lives. And when young adults do snap back at a well-intended suggestion to just send an email about job possibilities to a well-connected friend, try not to take it personally. Advice from parents can feel like an attack on their competence and \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">ability to manage independently\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be sure, some young adults are floundering, and do need \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\" target=\"_blank\" rel=\"noopener\">concerted support from their parents\u003c/a>. To protect against a \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">mental health crisis\u003c/a>, parents should continue to provide love and support into their child’s adulthood, especially when their kids are under stress. They also might try to step in occasionally to offer practical support — babysitting, a dinner out or even a loan if money is the problem. Without being intrusive, they should encourage their grown kids to find ways to reduce stress. Finally, information about possible genetic inheritances that can make their offspring susceptible to alcoholism or mental illness should be discussed sensitively but clearly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s one more myth Steinberg explodes: Despite the glut of books with dire warnings about estrangement, such breaches are atypical in households where parents and kids have largely gotten along. The term itself is poorly defined, and varies from book to book; some classify temporary spats and disagreements between siblings as parent/child estrangement. Parenting books often talk about the bad side of things, Steinberg said. About adult kids, he added, “they want you in their life.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In “You and Your Adult Child,” psychology and neuroscience professor Laurence Steinberg debunks myths about older children that can preoccupy their parents.\r\n","status":"publish","parent":0,"modified":1687978697,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":997},"headData":{"title":"Relax: Your adult child is probably fine | KQED","description":"In “You and Your Adult Child,” psychology and neuroscience professor Laurence Steinberg debunks myths about older children that can preoccupy their parents.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “You and Your Adult Child,” psychology and neuroscience professor Laurence Steinberg debunks myths about older children that can preoccupy their parents."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61492/relax-your-adult-child-is-probably-fine","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Before \u003ca href=\"https://twitter.com/ldsteinberg\" target=\"_blank\" rel=\"noopener\">Laurence Steinberg\u003c/a> started writing his latest book, he poked around on Google to examine the literature on parents of adult children. What he found surprised him. Most books were about estrangement, what most would consider a semi-permanent rupture between parent and child. As for the everyday fears that plague many mothers and fathers of adult children — over their kids’ apparently unhurried educations, leisurely careers, and foot-dragging with romantic partners — there was little to nothing. The Temple University professor of psychology and neuroscience who has studied young adults for decades decided that anxious parents would benefit from a closer look at the mysterious young adults in their midst. \u003cem>\u003ca href=\"https://www.laurencesteinberg.com/books/you-and-your-adult-child\" target=\"_blank\" rel=\"noopener\">You and Your Adult Child: How to Grow Together in Challenging Times\u003c/a>\u003c/em> is a comforting reality check that many of us need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61501 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/youyouradultchild.jpg 264w\" sizes=\"(max-width: 160px) 100vw, 160px\">“Delayed adulthood is a sociological phenomenon, not a psychological one; it’s a reflection of structural changes in the economy, the labor force and education,” Steinberg told me. Young adults do take longer than before to establish complete independence — about five years later than the prior generation. But there’s no evidence to support the notion that this delay is a signal of psychological distress. Indeed, settling more slowly into careers and family life makes sense when considering the cognitive development that’s occurring among those in their early 20s. Neuroscientists have figured out that \u003c/span>\u003cspan style=\"font-weight: 400\">the young adult brain \u003c/span>\u003cspan style=\"font-weight: 400\">is highly malleable and receptive to its environment. Young adults are growing and learning well into their 20s, meaning that the right challenges and experiences during this time will contribute to their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Steinberg debunks several established myths about older children that can preoccupy their parents. Consider marriage: As with other markers of young adulthood, marriage happens later than it ever used to — usually at age 30 for men and 28 for women — but does occur eventually for many people. Among individuals ages 33-44 in the top 40% of the income bracket, \u003ca href=\"https://www.brookings.edu/research/middle-class-marriage-is-declining-and-likely-deepening-inequality/\" target=\"_blank\" rel=\"noopener\">almost 80% are married\u003c/a> — a similar number to their predecessors 40 years ago. While marriage is less common among lower-income couples, \u003ca href=\"https://www.census.gov/library/stories/2018/11/cohabitation-is-up-marriage-is-down-for-young-adults.html\">15% of 25- to 34-year-olds live with a partner\u003c/a>. Indeed, \u003ca href=\"https://www.bgsu.edu/ncfmr/resources/data/family-profiles/manning-carlson-trends-cohabitation-marriage-fp-21-04.html\" target=\"_blank\" rel=\"noopener\">75% of couples who got married from 2015-2019 cohabitated first\u003c/a>. There’s no need to fret over your happily unhitched older child: Many will marry eventually. “If I can help parents feel reassured that the world isn’t falling apart if their 30-year-old isn’t married, that will be valuable,” Steinberg told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents also worry about their kids’ delay in graduating from college and slow walk to finding a remunerative job. Why the dithering? Steinberg explains that the “four-year degree” is largely mythology: 40% of college freshmen never graduate, and those who do often take five or even six years to finish — a function, in part, of increasingly complex university degree requirements that tack on an extra semester or three. As well, graduates often find that potential employers expect their new hires to be learned in specialized skills that require even more training, further slowing their entry into the world of work. “It takes kids longer to get into their career,” Steinberg said. Also complicating matters, all the lead up to gainful employment often means kids remain financially dependent on their parents well into their 20s, or even beyond.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61506\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61506\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/YAYAC-author-photo-scaled.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Laurence Steinberg\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents of older children want to ease tensions over some of these concerns, they might shift the way they think about and respond to their kids’ path to adulthood. The first rule is to avoid ponderous comparisons between your own (faster, tidier) route to maturity and your child’s; “when I was your age,” is a conversation killer. Also, when considering whether to weigh in about your child’s job search, partner, finances, social media use, housekeeping (the list goes on), adopt a variation of the Hippocratic Oath: first, do no harm. As Steinberg puts it, “Speak up when you must, but unless your child specifically asks for it, keep your opinion to yourself.” Such discretion may not come naturally to a generation of parents who have been \u003ca href=\"https://www.kqed.org/mindshift/tag/overparenting\" target=\"_blank\" rel=\"noopener\">hovering anxiously over their children\u003c/a> since birth. But stepping back and staying mum is the way to give your adult kids space to make their own decisions. It also signals that you have faith in their ability to figure out their own lives. And when young adults do snap back at a well-intended suggestion to just send an email about job possibilities to a well-connected friend, try not to take it personally. Advice from parents can feel like an attack on their competence and \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">ability to manage independently\u003c/a>. \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\">To be sure, some young adults are floundering, and do need \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\" target=\"_blank\" rel=\"noopener\">concerted support from their parents\u003c/a>. To protect against a \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">mental health crisis\u003c/a>, parents should continue to provide love and support into their child’s adulthood, especially when their kids are under stress. They also might try to step in occasionally to offer practical support — babysitting, a dinner out or even a loan if money is the problem. Without being intrusive, they should encourage their grown kids to find ways to reduce stress. Finally, information about possible genetic inheritances that can make their offspring susceptible to alcoholism or mental illness should be discussed sensitively but clearly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s one more myth Steinberg explodes: Despite the glut of books with dire warnings about estrangement, such breaches are atypical in households where parents and kids have largely gotten along. The term itself is poorly defined, and varies from book to book; some classify temporary spats and disagreements between siblings as parent/child estrangement. Parenting books often talk about the bad side of things, Steinberg said. About adult kids, he added, “they want you in their life.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61492/relax-your-adult-child-is-probably-fine","authors":["4613"],"categories":["mindshift_21445","mindshift_21385"],"tags":["mindshift_21602","mindshift_21603","mindshift_21507","mindshift_20870","mindshift_231","mindshift_20568","mindshift_21038"],"featImg":"mindshift_61500","label":"mindshift"},"mindshift_60624":{"type":"posts","id":"mindshift_60624","meta":{"index":"posts_1591205157","site":"mindshift","id":"60624","score":null,"sort":[1671534019000]},"guestAuthors":[],"slug":"young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","title":"Young adults are struggling with their mental health. Is more childhood independence the answer? ","publishDate":1671534019,"format":"standard","headTitle":"Young adults are struggling with their mental health. Is more childhood independence the answer? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1707343381,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2396},"headData":{"title":"Young adults are struggling with their mental health. Is more childhood independence the answer? | KQED","description":"New research suggests improving college mental health may be helped by reshaping modern childhood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New research suggests improving college mental health may be helped by reshaping modern childhood."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Assistant professor Brett Mallon begins his evening Zoom session at Kansas State University with a question: When students hear the word “conflict,” what associations do they make? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many first responses are decidedly negative. “I would say, avoid it at all costs,” one student offers. “Argument, awkward conversations,” says another. The list grows as students make emotional associations they have with conflict: stress, discomfort, war. Only one student suggests that he thinks of conflict as “an opportunity for growth.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is Conflict Resolution, a non-credit workshop in an \u003c/span>\u003ca href=\"https://www.k-state.edu/lafene/programs/wellcat-ambassadors/events.html\">\u003cspan style=\"font-weight: 400\">“Adulting 101”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> series at Kansas State. The cheeky name, created by the campus wellness center, belies its serious purpose: to fill in the gaps of missing life skills for students with classes that range from the practical, like how to make a budget, to the relational, like dealing with imposter syndrome. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students talk about conflict like it’s this terrible thing,” Mallon said in an interview. “Is it that they’re afraid of [conflict], or are they lacking in experience? Probably a little bit of both.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminars and classes like “Adulting 101” are becoming more common on college campuses. Though ranging in style and substance — from one-offs on \u003c/span>\u003ca href=\"https://www.k12dive.com/news/adulting-courses-teach-students-life-skills-from-paying-taxes-to-managin/579783/\">\u003cspan style=\"font-weight: 400\">handling stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to full-semester \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/19/learning/what-do-you-think-are-the-secrets-to-happiness.html\">\u003cspan style=\"font-weight: 400\">psychology courses on how to be happy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — more universities are offering help to students \u003c/span>\u003ca href=\"https://www.jedfoundation.org/first-year-college-experience-data-report-for-media-release-pdf/\">\u003cspan style=\"font-weight: 400\">struggling with the stresses of everyday life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and mental health challenges like \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2022/10/mental-health-campus-care\">\u003cspan style=\"font-weight: 400\">anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a growing body of evidence is beginning to suggest that the problems of “adulting” and mental health in college students may be rooted, at least in part, in modern childhood. \u003c/span>\u003ca href=\"https://www.acer.org/files/Infographic_YCDI-ACER_Wellbeing_2003-2017.pdf\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people are lacking in emotional resilience and independence compared to previous generations. The problem has been growing in tandem with rising rates of anxiety and depression, perhaps exacerbated by the COVID-19 pandemic, and has left colleges scrambling to help and adapt.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Some parents have been parenting differently, they have this value of success at all costs,” said Dori Hutchinson, executive director of the Center for Psychiatric Rehabilitation at Boston University. “I like to describe it as some kids are growing up developmentally delayed, today’s 18-year-olds are like 12-year-olds from a decade ago. They have very little tolerance for conflict and discomfort, and COVID just exposed it.” \u003c/span>\u003c/p>\n\u003ch2>How modern childhood changed, and changed mental health\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0034355213480527\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that young people who arrive on campus with healthy amounts of resilience and independence do better both academically and emotionally, but today more students of all backgrounds are arriving on campus \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges\">\u003cspan style=\"font-weight: 400\">with significantly less experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in dealing with life’s ups and downs. Many even see normal adult activities as risky or dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new study currently under review, Georgetown University psychologist \u003c/span>\u003ca href=\"https://gufaculty360.georgetown.edu/s/contact/00336000014RWyJAAW/yulia-chentsova-dutton\">\u003cspan style=\"font-weight: 400\">Yulia Chentsova Dutton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at whether American college students’ threshold for what is considered risky was comparable to their global peers. Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, other psychologists have made similar associations. Author and New York University ethical leadership professor Jonathan Haidt has used Nassim Taleb’s \u003c/span>\u003ca href=\"https://www.google.com/search?q=nassim+taleb+antifragile&oq=nassim+taleb+anti&aqs=chrome.0.0i512j69i57j0i512l5j0i22i30l3.3422j0j7&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:af34c28b,vid:k4MhC5tcEv0\">\u003cspan style=\"font-weight: 400\">theory of anti-fragility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how kids’ social and emotional systems act much like our bones and immune systems: Within reason, testing and stressing them doesn’t break them but makes them stronger. But, Haidt and first amendment advocate Greg Lukianoff have argued \u003c/span>\u003ca href=\"https://www.thecoddling.com/\">\u003cspan style=\"font-weight: 400\">in their writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a strong culture of “safetyism” which prizes the safety of children above all else, has prevented young people from putting stress on the bones, so to speak, so “\u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers\">\u003cspan style=\"font-weight: 400\">such children are\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> likely to suffer more when exposed later to other unpleasant but ordinary life events.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135584/ss20194.pdf?sequence=1\">\u003cspan style=\"font-weight: 400\">Psychologists have directly connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a lack of resilience and independence to the growth of mental health problems and psychiatric disorders in young adults and say that short cycles of stress or conflict are not only \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not harmful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, they are essential to human development. But modern childhood, for a variety of reasons, provides few opportunities for kids to practice those skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s hard to point to a single cause, experts say a confluence of factors — including more time spent on smartphones and social media, less time for free play, a culture that prizes safety at the expense of building other characteristics, a fear of child kidnapping, and more adult-directed activities — together have created a culture that keeps kids far away from the kinds of experiences that build resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chentsova Dutton said America has an international reputation for prizing autonomy, but her study opened her eyes to a more complicated picture. American parents \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9780429261633-9/growing-gaps-enacted-ideational-independence-yulia-chentsova-dutton-derya-g%C3%BCrcan-y%C4%B1ld%C4%B1r%C4%B1m\">\u003cspan style=\"font-weight: 400\">tend to be overprotective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when children are young, acting as if kids are going to live at home for a long time, like parents do in Italy. Yet they also expect children to live away from home fairly early for college, like families do in Germany. The result is that American kids end up with drastically fewer years navigating real life than they do in other countries that start much earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We parent like we are in Italy, then send kids away like we are in Germany,” Chentsova Dutton said with a laugh. “Those things don’t match.”\u003c/span>\u003c/p>\n\u003ch2>A movement hopes to change the culture\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Megan Miller, a senior at Hudson High School in Hudson, Ohio, recently drove her two siblings, ages 15 and 12, to Cedar Point Amusement Park for an evening of fun. Miller was nervous. She’d never driven an hour and a half away from home by herself before, especially in the dark — but she had to do it; it was homework for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was to try something she’d never done before \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">without\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> her parents’, or anyone else’s, help. Other students figured out how to put air in their tires, cooked a meal for their family from start to finish and drove on the interstate. The point, Miller’s teacher Martin Bach said, was to give these young adults — many of whom would be living away from home in less than a year — experience with trying, failing and figuring something out on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was seeing that student stress and anxiety levels were already bad, then COVID supercharged it,” Bach said. But a pattern of parents “swooping in to solve problems that kids could easily solve on their own” made Bach decide to create the unit on resilience and independence. “In my head I’m thinking, these kids are going off to college, how are they going to cope?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bach got the idea for the “do something new on your own” assignment from \u003c/span>\u003ca href=\"https://letgrow.org/?gclid=Cj0KCQiA-JacBhC0ARIsAIxybyNZrXvL74UGnKQ8_v85bXjdblqfcUvyM6C-Lw4EXJ5Hl8vTVFLIKLoaAot4EALw_wcB\">\u003cspan style=\"font-weight: 400\">Let Grow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national nonprofit promoting greater childhood independence. Let Grow offers free curriculum, aimed mostly at elementary and middle school students, that feels like it’s giving 21st century childhood a hard reset — like “play club,” in which children are allowed to play on school playgrounds without adult interference, and the “think for yourself essay contest.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let Grow is part of a growing movement of psychologists, therapists and educators advocating for evidence-based practices to help kids gain more independence and improve mental health. Let Grow’s co-founder, Lenore Skenazy, said that after traveling for years speaking to parent and school groups about the problem of shrinking childhood independence, she decided that families needed more than a lecture. “The audience would nod along, everybody gets it. But they wouldn’t let their own kids do it,” she said. Skenazy began to understand that the anxiety around child safety was not necessarily parents’ fault — the culture surrounding families almost fetishized child danger. Many parents felt they would be judged — \u003c/span>\u003ca href=\"https://www.cnn.com/2014/07/31/living/florida-mom-arrested-son-park\">\u003cspan style=\"font-weight: 400\">or arrested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — if they let their child walk to the park by themselves, or walk to the store. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skenazy moved the organization toward behavior and policy change to address the cultural issues. Along with the independence curriculum for schools, Let Grow has helped four states enact \u003c/span>\u003ca href=\"https://letgrow.org/wp-content/uploads/2021/06/model-laws-one-thru-four-june-30-2021.pdf\">\u003cspan style=\"font-weight: 400\">“Reasonable Childhood Independence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> laws aimed at protecting parents from neglect charges. Let Grow also speaks directly to parents and teachers about letting kids try things by themselves — and being surprised by what their kids are able to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Megan Miller, whose trip to Cedar Point was thrilling yet also had bumps along the way. They got a little lost inside the park, and the siblings had a disagreement over which roller coasters to ride. On the way there, even with navigation on her phone, she took a wrong turn and ended up on an unfamiliar road. But that road wound alongside scenic Lake Erie, which she’d never been on. “It ended up being this beautiful drive that I will definitely do every single time,” Miller said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the trip, Miller’s parents have noticed a change, she said. “I find that I’m much more comfortable driving on highways and for long periods of time. My parents know now that I can do it, which helps a lot.” \u003c/span>\u003c/p>\n\u003ch2>A road forward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">More researchers, psychologists and educators are looking to find more ways to incorporate independence skills into kids’ daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinical psychologist Camilo Ortiz, a professor at Long Island University-Post, began noticing a few years ago that some of his young patients, mostly children being treated for anxiety, would “fold very quickly” at the first sign of adversity. Ortiz uses what he calls the “four Ds” to explain what was happening: Today’s kids experienced less “discomfort, distress, disappointment and danger” than previous generations did, because their parents, who have the best intentions, deprive them of these opportunities. He began to wonder whether kids who didn’t get much of the four Ds were missing an important opportunity to be uncomfortable and then persist — and whether they might help clinically anxious children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beginning last year, Ortiz began a pilot treatment program for childhood clinical anxiety that is based on independence and “getting parents out of their hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is not a traditional anxiety treatment,” he said. “My approach is something like: So you’re afraid of the dark? Go to the deli and buy me some salami.” A lot of anxiety is based in fear of the unknown, so the treatment involves having an experience full of uncertainty, like riding the subway alone or going to the grocery alone. If the child can tolerate the discomfort in that situation, Ortiz hypothesized that those lessons might translate to whatever is causing the child anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early results are promising: the independence exercises have been successful in quelling anxiety for some children. “The new approach that I have developed is for middle school kids,” he said. “So by the time they’re college students, they’ve gotten a lot more practice with those four Ds.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other groups help build resilience in students in academic settings, like the \u003c/span>\u003ca href=\"https://www.alvordbaker.com/rbp/\">\u003cspan style=\"font-weight: 400\">Resilience Builder Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aims to help students think more flexibly, be proactive in the face of challenges and learn optimistic thinking. The program’s creator, Mary Alvord, said the protective factors taught to middle schoolers are based on decades of research on childhood resilience. “It’s about being proactive and not feeling like you’re a victim, how you can control some things, but you can’t control everything,” she said. “How can you make the best of it, and if you can’t — how do you ask for help?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say independence and autonomy are best formed and tested in childhood, but it’s never too late to begin. At the Center for Psychiatric Rehabilitation at Boston University, Hutchinson and her team help college students diagnosed with mental illness continue their education and reach their goals, and that often begins with building their resilience and independence skills. The center has developed a curriculum that is focused not just on students, but parents and faculty as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Families are a player at the table,” Hutchinson said. Parents benefit from coaching that shows them how to support their student without “doing for” them. Parents sometimes don’t understand that protecting their child from failure and difficulty can be an obstacle to growth. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we are controlling a young adult’s experiences, and they go without that full range of emotional experience,” said the center’s Director for Strategic Initiatives Courtney Joly-Lowdermilk, “we’re actually curbing people’s opportunities to live full lives, and have the full range of human experience.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer","authors":["4445"],"categories":["mindshift_21445","mindshift_21280"],"tags":["mindshift_21093","mindshift_20589","mindshift_21612","mindshift_21261","mindshift_146","mindshift_21507","mindshift_21038","mindshift_21158"],"featImg":"mindshift_60626","label":"mindshift"},"mindshift_59895":{"type":"posts","id":"mindshift_59895","meta":{"index":"posts_1591205157","site":"mindshift","id":"59895","score":null,"sort":[1663691416000]},"guestAuthors":[],"slug":"many-children-are-regularly-exposed-to-gun-violence-heres-how-to-help-them-heal","title":"Many children are regularly exposed to gun violence. Here's how to help them heal","publishDate":1663691416,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>On a spring day, a group of elementary students and their chaperones walk along a sidewalk in the Lyell-Otis neighborhood of Rochester, N.Y. A few blocks away is their destination: Cameron Community Ministries' after-school program.\u003c/p>\n\u003cp>The mood is cheerful – some of the kids are leaping or skipping – but their path, which they routinely take, passes more than a dozen spots where murders and aggravated assaults have happened in the last decade.\u003c/p>\n\u003cp>There's the block west of here where a 17-year-old boy was shot and killed, allegedly by a classmate, back in March. He's one of at least six minors who have been killed by gunfire since January, according to Rochester Police.\u003c/p>\n\u003cp>The students cross Otis Street where, six years ago, a father was shot and killed one morning as children were arriving at the school across the street. According to a \u003ca href=\"https://www.democratandchronicle.com/story/news/2016/06/17/rochester-fatal-shooting-otis-street/86028894/\">report by a local paper\u003c/a> that day, a neighbor saw dozens of children run \"screaming at the top of their lungs\" into the building.\u003c/p>\n\u003cp>Kaila Toppin remembers it – her sister was there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The school went into lockdown because [a student's] father got shot.\"\u003c/p>\n\u003cp>Toppin, 19, used to be a student with the program at Cameron. Now, she's a chaperone, and Phyllipp McKnight is one of her charges. He's been exposed to neighborhood violence, and he's only in second grade.\u003c/p>\n\u003cp>\"If you don't know the violence, I'm teaching you right now,\" he says. \"And when you become 6 years old, like me, I don't want this dark future that happened to me.\"\u003c/p>\n\u003cp>Many children like Phyllipp, who are regularly exposed to community gun violence, can struggle with feelings of hopelessness and anxiety. They can also have difficulty regulating their emotions – all symptoms of post-traumatic stress, which can have lasting impacts into adulthood.\u003c/p>\n\u003cp>But there's a lot communities and after-school programs can do to help.\u003c/p>\n\u003ch2>Teaching children that life doesn't have to end in their teens\u003c/h2>\n\u003cp>Riana Elyse Anderson, who studies child trauma and Black families at the University of Michigan's School of Public Health, says the key is to create supportive environments for children.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/09/15/cameron-11_custom-b0f106ea7eaf7c59e9130a20e1c05061ff14f11b-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"732\">\u003cfigcaption class=\"wp-caption-text\">Kaila Toppin carries after-school student Blessyn Mays on the playground at Cameron Community Ministries. (Max Schulte/WXXI News)\u003c/figcaption>\u003c/figure>\n\u003cp>\"The more you have supportive structures around you – like family, like peers, like adult mentors – the better chance you have of ... surviving because you're active and engaged and perhaps in spaces that may be a bit safer.\"\u003c/p>\n\u003cp>Those supportive structures also help children shed challenging psychological beliefs, like life ends in your teens or life has little value – beliefs that can be reaffirmed by fatal neighborhood shootings.\u003c/p>\n\u003cp>Anderson says one way to get those supportive structures in place is through after-school programs, which not only keep kids supervised and off the street, but can also help children and teens learn about their strengths, dreams and culture. Most of all, it can help them see that life is valuable.\u003c/p>\n\u003cp>Cameron Community Ministries' after-school program does this through mentoring, field trips and team-building activities. Luis Mateo, a youth program director, says he also teaches his students leadership skills, guides them through community-oriented projects and steps in when students are going through something heavy – like after the recent mass shooting in nearby Buffalo, or after a neighborhood incident.\u003c/p>\n\u003cp>\"I had two kids that were just, like, stunned because a friend of theirs was shot,\" Mateo recalls. \"He lived but it was still traumatizing... So I talk with them, make sure they're OK while that was going on. And on that street, too, another child was shot coming off of the bus. So it's been a lot of violence, and unfortunately, they've normalized to it and it's just another day in the neighborhood for them.\"\u003c/p>\n\u003cp>Helping kids cope with their harsh reality is important, but Mateo says his youth program also prioritizes giving children and teens space to be themselves, be safe and explore their interests.\u003c/p>\n\u003cp>\"You have these after school programs that are helping young people just identify who they are, what is it that they can do,\" Anderson says. \"When they live past 18, what is it that they want to contribute to their neighborhoods, to their families, to their culture, to themselves?\"\u003c/p>\n\u003ch2>How neighborhood violence and aggression interrupts happiness and joy\u003c/h2>\n\u003cp>Phyllipp McKnight's mother, Lerhonda McKnight, is one of a few guardians at Cameron Community Ministries' summer cookout in August. She cleans up after the kids and keeps an eye out for mischief – like the boy shaking up a soda can, getting ready to spray it open.\u003c/p>\n\u003cp>\"Hey! Don't do that. Don't do it,\" McKnight warns with a laugh. \"Put it down, let it sit for a couple minutes. Caught ya!\"\u003c/p>\n\u003cp>Like Kaila Toppin and Phyllipp, McKnight also grew up exposed to neighborhood violence. She says she's been through things that she doesn't want her kids to ever experience, so she stays involved, brings them to Cameron, and makes sure to show them love.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/09/15/cameron-4_custom-77a2e10a15bd3b750d9fe61cdeb84c17ce2da6d3-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"835\">\u003cfigcaption class=\"wp-caption-text\">A \"Safe place\" sign hangs outside Cameron Community Ministries. (Max Schulte/WXXI News)\u003c/figcaption>\u003c/figure>\n\u003cp>\"If the kids don't get [love] at home, they're gonna go somewhere else to get it. They're going to. Whether they find it in streets, whether they find it in a drug house,\" McKnight says. \"They're going to find it, because everybody needs it – everybody – because that's what life is about.\"\u003c/p>\n\u003cp>Across the street, a fight breaks out. There's yelling and physical threats. McKnight barely acknowledges it. Around here, but not just here, violence and aggression have become as commonplace as inclement weather.\u003c/p>\n\u003cp>Kaila Toppin says she's seen more than enough of it for a lifetime.\u003c/p>\n\u003cp>\"It makes being happy and joyful, like it interrupts it sometimes. Like in the back of my mind, you know?,\" Toppin says. \"I'm out there having a good time but sometimes it just makes me think something bad could happen, because of all the bad things that happen. I don't know, it makes it different and it also makes it a cautious joy.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Toppin's vigilance is a matter of survival. It's what drives her to protect younger kids, so that they'll have a chance to experience life after childhood.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Many+children+are+regularly+exposed+to+gun+violence.+Here%27s+how+to+help+them+heal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Children who are regularly exposed to gun violence can struggle with feelings of hopelessness and anxiety. There's a lot communities and after-school programs can do to help. ","status":"publish","parent":0,"modified":1663951338,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1085},"headData":{"title":"Many children are regularly exposed to gun violence. Here's how to help them heal - MindShift","description":"Children who are regularly exposed to gun violence can struggle with feelings of hopelessness and anxiety. There's a lot communities and after-school programs can do to help. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59895 https://ww2.kqed.org/mindshift/?p=59895","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/20/many-children-are-regularly-exposed-to-gun-violence-heres-how-to-help-them-heal/","disqusTitle":"Many children are regularly exposed to gun violence. Here's how to help them heal","nprImageCredit":"Max Schulte","nprByline":"Noelle E. C. Evans","nprImageAgency":"WXXI News","nprStoryId":"1123204139","nprApiLink":"http://api.npr.org/query?id=1123204139&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/09/20/1123204139/gun-violence-children-mental-health?ft=nprml&f=1123204139","nprRetrievedStory":"1","nprPubDate":"Tue, 20 Sep 2022 13:20:00 -0400","nprStoryDate":"Tue, 20 Sep 2022 05:01:09 -0400","nprLastModifiedDate":"Tue, 20 Sep 2022 06:15:16 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/09/20220920_me_many_children_are_regularly_exposed_to_gun_violence_heres_how_to_help_them_heal.mp3?orgId=1&topicId=1013&d=334&p=3&story=1123204139&ft=nprml&f=1123204139","nprAudioM3u":"http://api.npr.org/m3u/11124008633-2639a8.m3u?orgId=1&topicId=1013&d=334&p=3&story=1123204139&ft=nprml&f=1123204139","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59895/many-children-are-regularly-exposed-to-gun-violence-heres-how-to-help-them-heal","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/09/20220920_me_many_children_are_regularly_exposed_to_gun_violence_heres_how_to_help_them_heal.mp3?orgId=1&topicId=1013&d=334&p=3&story=1123204139&ft=nprml&f=1123204139","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a spring day, a group of elementary students and their chaperones walk along a sidewalk in the Lyell-Otis neighborhood of Rochester, N.Y. A few blocks away is their destination: Cameron Community Ministries' after-school program.\u003c/p>\n\u003cp>The mood is cheerful – some of the kids are leaping or skipping – but their path, which they routinely take, passes more than a dozen spots where murders and aggravated assaults have happened in the last decade.\u003c/p>\n\u003cp>There's the block west of here where a 17-year-old boy was shot and killed, allegedly by a classmate, back in March. He's one of at least six minors who have been killed by gunfire since January, according to Rochester Police.\u003c/p>\n\u003cp>The students cross Otis Street where, six years ago, a father was shot and killed one morning as children were arriving at the school across the street. According to a \u003ca href=\"https://www.democratandchronicle.com/story/news/2016/06/17/rochester-fatal-shooting-otis-street/86028894/\">report by a local paper\u003c/a> that day, a neighbor saw dozens of children run \"screaming at the top of their lungs\" into the building.\u003c/p>\n\u003cp>Kaila Toppin remembers it – her sister was there.\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 school went into lockdown because [a student's] father got shot.\"\u003c/p>\n\u003cp>Toppin, 19, used to be a student with the program at Cameron. Now, she's a chaperone, and Phyllipp McKnight is one of her charges. He's been exposed to neighborhood violence, and he's only in second grade.\u003c/p>\n\u003cp>\"If you don't know the violence, I'm teaching you right now,\" he says. \"And when you become 6 years old, like me, I don't want this dark future that happened to me.\"\u003c/p>\n\u003cp>Many children like Phyllipp, who are regularly exposed to community gun violence, can struggle with feelings of hopelessness and anxiety. They can also have difficulty regulating their emotions – all symptoms of post-traumatic stress, which can have lasting impacts into adulthood.\u003c/p>\n\u003cp>But there's a lot communities and after-school programs can do to help.\u003c/p>\n\u003ch2>Teaching children that life doesn't have to end in their teens\u003c/h2>\n\u003cp>Riana Elyse Anderson, who studies child trauma and Black families at the University of Michigan's School of Public Health, says the key is to create supportive environments for children.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/09/15/cameron-11_custom-b0f106ea7eaf7c59e9130a20e1c05061ff14f11b-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"732\">\u003cfigcaption class=\"wp-caption-text\">Kaila Toppin carries after-school student Blessyn Mays on the playground at Cameron Community Ministries. (Max Schulte/WXXI News)\u003c/figcaption>\u003c/figure>\n\u003cp>\"The more you have supportive structures around you – like family, like peers, like adult mentors – the better chance you have of ... surviving because you're active and engaged and perhaps in spaces that may be a bit safer.\"\u003c/p>\n\u003cp>Those supportive structures also help children shed challenging psychological beliefs, like life ends in your teens or life has little value – beliefs that can be reaffirmed by fatal neighborhood shootings.\u003c/p>\n\u003cp>Anderson says one way to get those supportive structures in place is through after-school programs, which not only keep kids supervised and off the street, but can also help children and teens learn about their strengths, dreams and culture. Most of all, it can help them see that life is valuable.\u003c/p>\n\u003cp>Cameron Community Ministries' after-school program does this through mentoring, field trips and team-building activities. Luis Mateo, a youth program director, says he also teaches his students leadership skills, guides them through community-oriented projects and steps in when students are going through something heavy – like after the recent mass shooting in nearby Buffalo, or after a neighborhood incident.\u003c/p>\n\u003cp>\"I had two kids that were just, like, stunned because a friend of theirs was shot,\" Mateo recalls. \"He lived but it was still traumatizing... So I talk with them, make sure they're OK while that was going on. And on that street, too, another child was shot coming off of the bus. So it's been a lot of violence, and unfortunately, they've normalized to it and it's just another day in the neighborhood for them.\"\u003c/p>\n\u003cp>Helping kids cope with their harsh reality is important, but Mateo says his youth program also prioritizes giving children and teens space to be themselves, be safe and explore their interests.\u003c/p>\n\u003cp>\"You have these after school programs that are helping young people just identify who they are, what is it that they can do,\" Anderson says. \"When they live past 18, what is it that they want to contribute to their neighborhoods, to their families, to their culture, to themselves?\"\u003c/p>\n\u003ch2>How neighborhood violence and aggression interrupts happiness and joy\u003c/h2>\n\u003cp>Phyllipp McKnight's mother, Lerhonda McKnight, is one of a few guardians at Cameron Community Ministries' summer cookout in August. She cleans up after the kids and keeps an eye out for mischief – like the boy shaking up a soda can, getting ready to spray it open.\u003c/p>\n\u003cp>\"Hey! Don't do that. Don't do it,\" McKnight warns with a laugh. \"Put it down, let it sit for a couple minutes. Caught ya!\"\u003c/p>\n\u003cp>Like Kaila Toppin and Phyllipp, McKnight also grew up exposed to neighborhood violence. She says she's been through things that she doesn't want her kids to ever experience, so she stays involved, brings them to Cameron, and makes sure to show them love.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/09/15/cameron-4_custom-77a2e10a15bd3b750d9fe61cdeb84c17ce2da6d3-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"835\">\u003cfigcaption class=\"wp-caption-text\">A \"Safe place\" sign hangs outside Cameron Community Ministries. (Max Schulte/WXXI News)\u003c/figcaption>\u003c/figure>\n\u003cp>\"If the kids don't get [love] at home, they're gonna go somewhere else to get it. They're going to. Whether they find it in streets, whether they find it in a drug house,\" McKnight says. \"They're going to find it, because everybody needs it – everybody – because that's what life is about.\"\u003c/p>\n\u003cp>Across the street, a fight breaks out. There's yelling and physical threats. McKnight barely acknowledges it. Around here, but not just here, violence and aggression have become as commonplace as inclement weather.\u003c/p>\n\u003cp>Kaila Toppin says she's seen more than enough of it for a lifetime.\u003c/p>\n\u003cp>\"It makes being happy and joyful, like it interrupts it sometimes. Like in the back of my mind, you know?,\" Toppin says. \"I'm out there having a good time but sometimes it just makes me think something bad could happen, because of all the bad things that happen. I don't know, it makes it different and it also makes it a cautious joy.\"\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>Toppin's vigilance is a matter of survival. It's what drives her to protect younger kids, so that they'll have a chance to experience life after childhood.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Many+children+are+regularly+exposed+to+gun+violence.+Here%27s+how+to+help+them+heal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59895/many-children-are-regularly-exposed-to-gun-violence-heres-how-to-help-them-heal","authors":["byline_mindshift_59895"],"categories":["mindshift_21280"],"tags":["mindshift_21229","mindshift_21466","mindshift_20865","mindshift_21038"],"featImg":"mindshift_59896","label":"mindshift"},"mindshift_59729":{"type":"posts","id":"mindshift_59729","meta":{"index":"posts_1591205157","site":"mindshift","id":"59729","score":null,"sort":[1660830444000]},"guestAuthors":[],"slug":"as-a-new-year-starts-schools-prepare-for-fewer-masks-more-learning-and-joy","title":"As a new year starts, schools prepare for fewer masks, more learning and joy","publishDate":1660830444,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>More than 50 million children are slowly returning to classrooms for the new school year — the third year in the shadow of the COVID-19 pandemic.\u003c/p>\n\u003cp>If the first year was defined by widespread school closures, and the second by bitter fights over masking, what stories will define this year?\u003c/p>\n\u003cp>For answers, we went to one of the earliest districts to open this summer.\u003c/p>\n\u003ch2>\u003cstrong>Hot butter\u003c/strong>\u003c/h2>\n\u003cp>Jackson Public Schools serve more than twenty thousand students in Mississippi's capital city. In August, walking feels like swimming in hot butter. The grits, though, are incredible \u003cem>because\u003c/em> they're swimming in hot butter.\u003c/p>\n\u003cp>At North Jackson Elementary, kindergarteners line up outside as teachers and staff crowd the curbs in bright orange tee-shirts, cheering families and handing out stickers to students to make clear how they'll be getting home: bus or car.\u003c/p>\n\u003cfigure id=\"attachment_59730\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59730\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/813dd623-747c-4cea-ab9d-a16f0ae8fcf91_wide-5ba18341d232c548e6084e5a907b656d54e7cec2-scaled-e1660916877521.jpg\" alt=\"Students wait in line to check in for the first day of school\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students wait in line to check in for the first day of school at North Jackson Elementary. As they walk in, they are greeted by their school mascot, the tiger. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nearly all children arrive wearing cloth masks; Jackson was unusual last year in that it required them. This year, though, masks are optional.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Jackson district's superintendent, Errick Greene, hurries across the street in a forest-green and blue plaid jacket. Bald on top with a sharp, frosted beard, Dr. Greene, as he's known to students and staff, moves like a man on fire.\u003c/p>\n\u003cp>His harried schedule for the week includes stops at 26 of the district's schools.\u003c/p>\n\u003ch2>\u003cstrong>Welcome to the national labor shortage\u003c/strong>\u003c/h2>\n\u003cp>Inside North Jackson Elementary, Greene pops in and out of classrooms.\u003c/p>\n\u003cp>In one first-grade room, he jokes with the children.\u003c/p>\n\u003cp>\"Good morning! Is this second grade?\"\u003c/p>\n\u003cp>\"No!\" the students respond, giggling. Greene is a serious man with serious things on his mind, and the kids clearly enjoy watching him play the fool.\u003c/p>\n\u003cp>\"Third grade?\" he asks.\u003c/p>\n\u003cp>\"First grade!\" the children answer, savoring the chance to correct their teacher's boss' boss.\u003c/p>\n\u003cp>At her desk, 6-year-old M'Lyah colors, gripping a blue crayon between her newly painted orange and glittery-silver fingernails.\u003c/p>\n\u003cp>\"Look at that. You're better than me,\" Greene laughs.\u003c/p>\n\u003cp>At all four of the day's stops, Greene not only meets with teachers and scholars (that's what he calls the students), but also custodians and cafeteria workers.\u003c/p>\n\u003cp>\"I know this is a big job,\" he tells one custodian, who shyly responds, \"It's all in a day's work.\"\u003c/p>\n\u003cp>This is when the story in Jackson, and the challenges its educators and families face this year, starts to feel like the story of so many districts right now.\u003c/p>\n\u003cp>The tight labor market has meant custodians, bus drivers and cafeteria workers can often find better wages elsewhere.\u003c/p>\n\u003cp>So Greene makes sure his staff feel valued.\u003c/p>\n\u003cp>\"Listen, I know you got it,\" Greene tells the custodian, \"but I want you to know that \u003cem>we see you\u003c/em>.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/12/image-from-ios-18-_custom-0ff52e6b5904b138b8d23bf44bcae8bc894d8076-s1100-c50.jpg\" alt=\"Superintendent Dr. Errick Greene in front of school\" width=\"1100\" height=\"1651\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Greene was appointed in 2018, shortly after a proposed state takeover, which the district eventually avoided. Today, Jackson is in the fourth year of a five-year turnaround plan. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>'Not today, Satan'\u003c/strong>\u003c/h2>\n\u003cp>Jackson, like many big-city districts, \u003ca href=\"https://nces.ed.gov/Programs/Edge/ACSDashboard/2802190\">struggles with poverty\u003c/a>.\u003c/p>\n\u003cp>One in three families here with a student in the public schools lives below the poverty line, and most students qualify for food assistance at school.\u003c/p>\n\u003cp>After the district attempted to desegregate, around 1970, white families left in droves, for private schools or the suburbs.\u003c/p>\n\u003cp>Today, Confederate General Robert E. Lee's face still adorns the school district's central office building, even as 95% of Jackson students are Black.\u003c/p>\n\u003cp>The city's aging water system is a slow-motion disaster and already complicating Greene's urgent plans. Many school water fountains are taped off, the water regularly under a boil warning.\u003c/p>\n\u003cp>During the first week of classes, every school is given bottled water, and several schools barely have enough water pressure to flush their toilets.\u003c/p>\n\u003cp>Jackson's school buildings also need constant repair.\u003c/p>\n\u003cp>\"I had to do something,\" says science teacher Tanya Fortenberry who, when her classroom air conditioner broke, built her own out of styrofoam.\u003c/p>\n\u003cp>\"I put, like, 10 to 12 bottles of water in the freezer, put 'em in there. This little fan here blows the air out,\" she says. \"Right now it's not working 'cause the ice has melted, but in the morning it's pretty cool!\"\u003c/p>\n\u003cfigure id=\"attachment_59733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59733\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7953-2_custom-b9fe3de4d89210a38799c27464582c00ca59319d-scaled-e1660917139946.jpg\" alt=\"Students in class\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">As in many big-city school districts, most Jackson students spent the entire 2020-'21 school year learning online — or trying to. When students returned to buildings in fall of '21, test scores showed proficiency levels had plummeted. Recent data, though, suggest an academic rebound in Jackson. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fortenberry wears a lanyard with a pin that captures the mood of so many educators and families in Jackson right now. It says, \"Not Today Satan.\"\u003c/p>\n\u003cp>\"We're gonna get it done,\" Fortenberry explains. \"Throw all your wrenches at us if you want to, you know? No air conditioner? That's alright, we're gonna work through it, you know? Not today Satan.\"\u003c/p>\n\u003cp>The good news is, Jackson is getting help.\u003c/p>\n\u003cp>A bond measure allowed the district to renovate all of its high school libraries in the past two years, adding comfortable, welcoming furniture and coffee stations for students.\u003c/p>\n\u003cp>Congress also sent the district more than $200 million dollars in pandemic aid.\u003c/p>\n\u003cp>Superintendent Greene says he'll spend nearly a third of that on building upgrades, including new H-VAC in six of his seven high schools.\u003c/p>\n\u003cp>\"You know, a sizeable chunk. [I'm] thankful that we've got it. Unfortunate that we've got to spend it on [facilities].\"\u003c/p>\n\u003cp>Greene would rather spend those federal dollars on learning.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic's academic fallout\u003c/strong>\u003c/h2>\n\u003cp>As in many big-city school districts, most Jackson students spent the entire 2020-'21 school year learning online — or trying to. \u003ca href=\"https://www.npr.org/2022/06/22/1105970186/pandemic-learning-loss-findings\">When students returned to buildings in fall of '21, test scores showed proficiency levels had plummeted.\u003c/a>\u003c/p>\n\u003cp>In 2019, before the pandemic, roughly 27% of Jackson students were at or above grade level in English Language Arts. After a year of online learning, that dropped to just 18%.\u003c/p>\n\u003cp>LaTosha Bew-Cancer saw the backsliding firsthand as a second-grade teacher last year.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>I had children in second grade [reading] on a kindergarten level, and it was difficult,\" says Bew-Cancer. \"Although they may not have made it to be second-grade probable readers, they did grow. And that was the goal.\"\u003c/p>\n\u003cp>The story in math was even worse. In 2019, nearly 24% of Jackson students were at or above grade level. After a year of online learning, just 9% were.\u003c/p>\n\u003cp>So last year, Greene and his team did what many schools across the U.S. were doing: Everything they could. Most importantly, they carved dedicated blocks of time into students' daily schedules for academic intervention.\u003c/p>\n\u003cp>Students who needed help catching up in math or reading got it, either from classroom teachers or dedicated interventionists.\u003c/p>\n\u003cp>Preliminary data from last spring suggest the push made a big difference: Proficiency levels are nearly back to where they were before the pandemic.\u003c/p>\n\u003cp>Of course, those levels are still low, and Superintendent Greene knows he needs to keep pushing if the district is to make its\u003ca href=\"https://www.jackson.k12.ms.us/cms/lib/MS01910533/Centricity/Domain/4497/ExcellenceForAll%20Update%2006-21-22.pdf\"> turnaround goals\u003c/a>.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/d10d74b4-4e75-47af-963f-b9ef6b425b72_custom-3f1f32f154c877e790e26e92f0b15b86176ae7a0-s1100-c50.jpg\" alt=\"School counselor Tiffany Johnson\" width=\"1100\" height=\"1694\">\u003cfigcaption class=\"wp-caption-text\">Elementary school counselor Tiffany Johnson set up a grief group for students last year. The district also has a relatively new social-emotional learning program, with teachers starting every day checking in with kids and working with them to name and manage their fears and frustrations. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>'We're hopeful'\u003c/strong>\u003c/h2>\n\u003cp>Greene arrived in Jackson five years ago, after helping manage the schools in Tulsa. He agreed to lead the city's troubled district out of academic and administrative crisis, after Mississippi leaders threatened a state takeover.\u003c/p>\n\u003cp>Today, Jackson is in the fourth year of a five-year turnaround plan; Greene's success or failure to meet the plan's lofty goals will be his legacy.\u003c/p>\n\u003cp>Unfortunately, no one imagined a pandemic when those goals were set.\u003c/p>\n\u003cp>\"We've got a ways to go. But we're hopeful we'll continue to make some pretty big leaps,\" Greene says from a conference room in the district's central office.\u003c/p>\n\u003cp>Making those leaps will mean asking even more of Jackson's teachers. And some are still exhausted from the past few years.\u003c/p>\n\u003cp>\"I'm constantly encouraging [teachers], 'Please don't leave. I'm begging you not to leave,' \" says Akemi Stout, president of the Jackson chapter of the American Federation of Teachers. \"The extra hours. Oh, my gosh. I've had so many phone calls about that just since [the school year started].\"\u003c/p>\n\u003cp>The state's governor recently signed a big teacher pay raise, which should help the district hold onto some of the teachers it loses every year to better wages in neighboring states.\u003c/p>\n\u003cp>Bew-Cancer, who's teaching third grade this year, says she's ready for the challenges of this new year — and hopeful, like Greene.\u003c/p>\n\u003cp>\"We had a writing exercise today, and it was difficult to look at. We have work to do, but I'm optimistic,\" Bew-Cancer says, because the students \u003cem>tried\u003c/em>. \"I'm ready for this year. I'm excited.\u003cem>\"\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>'COVID is still here'\u003c/strong>\u003c/h2>\n\u003cp>Perhaps the biggest question facing the educators and families of Jackson, and the rest of the country this school year, is emotional: How are they feeling about returning to school with COVID refusing to go away?\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_8091-3_custom-7e00a4b3457b83e43ec91dbc25ce00ae527abfa9-s1100-c50.jpg\" alt=\"Classroom decorated with stuffed animals\" width=\"1100\" height=\"732\">\u003cfigcaption class=\"wp-caption-text\">The Jackson school district, like many districts around the country, is trying to make its schools more welcoming places for kids. Counselor Tiffany Johnson, seen above, fills her office with bright colors, stuffed animals and comforting distractions like Jenga blocks. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'm a good mom, but I'm not a good teacher,\" laughs Colandra Moore after walking her 10-year-old son to class. Translation: She's thrilled that school has started and that there seems little chance of the district going remote again.\u003c/p>\n\u003cp>Jackson Public Schools was unusual in that it required masks all of last year and still allowed some students to work remotely. This year, it's doing neither.\u003c/p>\n\u003cp>Latrenda Owens says she lost a cousin to COVID and that her son, a ninth-grader, is still going to wear his mask.\u003c/p>\n\u003cp>\"Because COVID is still here. I mean, I know some have they feelings about it, but my thing is, vaccinated or not, it's still here. So why not still have them wear masks. Why not still have them protect themselves.\"\u003c/p>\n\u003cp>Jackson's schools are also focusing on other ways to protect students — not just from COVID but from the emotional toll it's taken.\u003c/p>\n\u003ch2>\u003cstrong>'I felt like she was an angel on earth'\u003c/strong>\u003c/h2>\n\u003cp>The district has a relatively new social-emotional learning program, with teachers starting every day checking in with kids and working with them to name and manage their fears and frustrations.\u003c/p>\n\u003cp>And staff are paying special attention to students who've lost a loved one.\u003c/p>\n\u003cp>\"Maybe my younger kids would draw pictures about that loved one and tell me some special things about them,\" says elementary school counselor Tiffany Johnson, who set up a grief group for students last year.\u003c/p>\n\u003cp>One little girl, who lost her mother to COVID, liked to visit Johnson's office and play with a tower of brightly-painted Jenga blocks.\u003c/p>\n\u003cp>\"I told her, that's kinda like your emotions sometimes: Everything could be perfect and the Jenga looks perfect now, but once we start to pull and move things, then, you know, something happens. Everything's gonna fall. But guess what, we can build it back up again.\"\u003c/p>\n\u003cp>Fifteen-year-old Makalin Odie and her 17-year-old sister, Alana, lost their mother to COVID early in the pandemic.\u003c/p>\n\u003cp>\"To me, can't nobody compare to my mom. Can't nobody come close to her,\" Makalin says.\u003c/p>\n\u003cp>\"I would sneak in her bed at night, lay up under her,\" Alana remembers. \"I was just very, very attached to her. She'll do anything for the people that she love. Even the people that she don't know, she'll do anything for them. I felt like she was an angel on earth.\"\u003c/p>\n\u003cp>Makalin says she got help last year with her grief from a counselor at school, and this year, she says, she feels ready to put herself out there in a way she didn't feel comfortable last year, trying out for track and maybe even soccer.\u003c/p>\n\u003cp>\"I mean, sometimes I'd just get a burst of anger, and I'd have to let it out. Or I'd just cry,\" Makalin says. \"Or sometimes I just don't even wanna get up, I just wanna sleep all day. But then I have to get up and go. I just gotta. I gotta do it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>No one thinks this new school year will be easy, but resilience, like Makalin's, abounds in Jackson, along with a hopefulness for what the year could be.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+a+new+year+starts%2C+schools+prepare+for+fewer+masks%2C+more+learning+and+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Schools are opening up around the country, and the third year in the shadow of a pandemic brings new challenges but also new hope.","status":"publish","parent":0,"modified":1660917418,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":76,"wordCount":2194},"headData":{"title":"As a new year starts, schools prepare for fewer masks, more learning and joy - MindShift","description":"Schools are opening up around the country, and the third year in the shadow of a pandemic brings new challenges but also new hope.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59729 https://ww2.kqed.org/mindshift/?p=59729","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/18/as-a-new-year-starts-schools-prepare-for-fewer-masks-more-learning-and-joy/","disqusTitle":"As a new year starts, schools prepare for fewer masks, more learning and joy","nprImageCredit":"Jeffrey Pierre","nprByline":"Cory Turner and Jeffrey Pierre","nprImageAgency":"NPR","nprStoryId":"1117171716","nprApiLink":"http://api.npr.org/query?id=1117171716&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/18/1117171716/as-a-new-year-starts-schools-prepare-for-fewer-masks-more-learning-and-joy?ft=nprml&f=1117171716","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Aug 2022 08:57:00 -0400","nprStoryDate":"Thu, 18 Aug 2022 05:06:00 -0400","nprLastModifiedDate":"Thu, 18 Aug 2022 08:57:42 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/08/20220817_me_turner_-_back_to_school_in_jackson_ms.mp3?orgId=1&topicId=1013&d=467&story=1117171716&ft=nprml&f=1117171716","nprAudioM3u":"http://api.npr.org/m3u/11118123079-3b926f.m3u?orgId=1&topicId=1013&d=467&story=1117171716&ft=nprml&f=1117171716","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59729/as-a-new-year-starts-schools-prepare-for-fewer-masks-more-learning-and-joy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/08/20220817_me_turner_-_back_to_school_in_jackson_ms.mp3?orgId=1&topicId=1013&d=467&story=1117171716&ft=nprml&f=1117171716","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 50 million children are slowly returning to classrooms for the new school year — the third year in the shadow of the COVID-19 pandemic.\u003c/p>\n\u003cp>If the first year was defined by widespread school closures, and the second by bitter fights over masking, what stories will define this year?\u003c/p>\n\u003cp>For answers, we went to one of the earliest districts to open this summer.\u003c/p>\n\u003ch2>\u003cstrong>Hot butter\u003c/strong>\u003c/h2>\n\u003cp>Jackson Public Schools serve more than twenty thousand students in Mississippi's capital city. In August, walking feels like swimming in hot butter. The grits, though, are incredible \u003cem>because\u003c/em> they're swimming in hot butter.\u003c/p>\n\u003cp>At North Jackson Elementary, kindergarteners line up outside as teachers and staff crowd the curbs in bright orange tee-shirts, cheering families and handing out stickers to students to make clear how they'll be getting home: bus or car.\u003c/p>\n\u003cfigure id=\"attachment_59730\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59730\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/813dd623-747c-4cea-ab9d-a16f0ae8fcf91_wide-5ba18341d232c548e6084e5a907b656d54e7cec2-scaled-e1660916877521.jpg\" alt=\"Students wait in line to check in for the first day of school\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students wait in line to check in for the first day of school at North Jackson Elementary. As they walk in, they are greeted by their school mascot, the tiger. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nearly all children arrive wearing cloth masks; Jackson was unusual last year in that it required them. This year, though, masks are optional.\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 Jackson district's superintendent, Errick Greene, hurries across the street in a forest-green and blue plaid jacket. Bald on top with a sharp, frosted beard, Dr. Greene, as he's known to students and staff, moves like a man on fire.\u003c/p>\n\u003cp>His harried schedule for the week includes stops at 26 of the district's schools.\u003c/p>\n\u003ch2>\u003cstrong>Welcome to the national labor shortage\u003c/strong>\u003c/h2>\n\u003cp>Inside North Jackson Elementary, Greene pops in and out of classrooms.\u003c/p>\n\u003cp>In one first-grade room, he jokes with the children.\u003c/p>\n\u003cp>\"Good morning! Is this second grade?\"\u003c/p>\n\u003cp>\"No!\" the students respond, giggling. Greene is a serious man with serious things on his mind, and the kids clearly enjoy watching him play the fool.\u003c/p>\n\u003cp>\"Third grade?\" he asks.\u003c/p>\n\u003cp>\"First grade!\" the children answer, savoring the chance to correct their teacher's boss' boss.\u003c/p>\n\u003cp>At her desk, 6-year-old M'Lyah colors, gripping a blue crayon between her newly painted orange and glittery-silver fingernails.\u003c/p>\n\u003cp>\"Look at that. You're better than me,\" Greene laughs.\u003c/p>\n\u003cp>At all four of the day's stops, Greene not only meets with teachers and scholars (that's what he calls the students), but also custodians and cafeteria workers.\u003c/p>\n\u003cp>\"I know this is a big job,\" he tells one custodian, who shyly responds, \"It's all in a day's work.\"\u003c/p>\n\u003cp>This is when the story in Jackson, and the challenges its educators and families face this year, starts to feel like the story of so many districts right now.\u003c/p>\n\u003cp>The tight labor market has meant custodians, bus drivers and cafeteria workers can often find better wages elsewhere.\u003c/p>\n\u003cp>So Greene makes sure his staff feel valued.\u003c/p>\n\u003cp>\"Listen, I know you got it,\" Greene tells the custodian, \"but I want you to know that \u003cem>we see you\u003c/em>.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/12/image-from-ios-18-_custom-0ff52e6b5904b138b8d23bf44bcae8bc894d8076-s1100-c50.jpg\" alt=\"Superintendent Dr. Errick Greene in front of school\" width=\"1100\" height=\"1651\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Greene was appointed in 2018, shortly after a proposed state takeover, which the district eventually avoided. Today, Jackson is in the fourth year of a five-year turnaround plan. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>'Not today, Satan'\u003c/strong>\u003c/h2>\n\u003cp>Jackson, like many big-city districts, \u003ca href=\"https://nces.ed.gov/Programs/Edge/ACSDashboard/2802190\">struggles with poverty\u003c/a>.\u003c/p>\n\u003cp>One in three families here with a student in the public schools lives below the poverty line, and most students qualify for food assistance at school.\u003c/p>\n\u003cp>After the district attempted to desegregate, around 1970, white families left in droves, for private schools or the suburbs.\u003c/p>\n\u003cp>Today, Confederate General Robert E. Lee's face still adorns the school district's central office building, even as 95% of Jackson students are Black.\u003c/p>\n\u003cp>The city's aging water system is a slow-motion disaster and already complicating Greene's urgent plans. Many school water fountains are taped off, the water regularly under a boil warning.\u003c/p>\n\u003cp>During the first week of classes, every school is given bottled water, and several schools barely have enough water pressure to flush their toilets.\u003c/p>\n\u003cp>Jackson's school buildings also need constant repair.\u003c/p>\n\u003cp>\"I had to do something,\" says science teacher Tanya Fortenberry who, when her classroom air conditioner broke, built her own out of styrofoam.\u003c/p>\n\u003cp>\"I put, like, 10 to 12 bottles of water in the freezer, put 'em in there. This little fan here blows the air out,\" she says. \"Right now it's not working 'cause the ice has melted, but in the morning it's pretty cool!\"\u003c/p>\n\u003cfigure id=\"attachment_59733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59733\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7953-2_custom-b9fe3de4d89210a38799c27464582c00ca59319d-scaled-e1660917139946.jpg\" alt=\"Students in class\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">As in many big-city school districts, most Jackson students spent the entire 2020-'21 school year learning online — or trying to. When students returned to buildings in fall of '21, test scores showed proficiency levels had plummeted. Recent data, though, suggest an academic rebound in Jackson. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fortenberry wears a lanyard with a pin that captures the mood of so many educators and families in Jackson right now. It says, \"Not Today Satan.\"\u003c/p>\n\u003cp>\"We're gonna get it done,\" Fortenberry explains. \"Throw all your wrenches at us if you want to, you know? No air conditioner? That's alright, we're gonna work through it, you know? Not today Satan.\"\u003c/p>\n\u003cp>The good news is, Jackson is getting help.\u003c/p>\n\u003cp>A bond measure allowed the district to renovate all of its high school libraries in the past two years, adding comfortable, welcoming furniture and coffee stations for students.\u003c/p>\n\u003cp>Congress also sent the district more than $200 million dollars in pandemic aid.\u003c/p>\n\u003cp>Superintendent Greene says he'll spend nearly a third of that on building upgrades, including new H-VAC in six of his seven high schools.\u003c/p>\n\u003cp>\"You know, a sizeable chunk. [I'm] thankful that we've got it. Unfortunate that we've got to spend it on [facilities].\"\u003c/p>\n\u003cp>Greene would rather spend those federal dollars on learning.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic's academic fallout\u003c/strong>\u003c/h2>\n\u003cp>As in many big-city school districts, most Jackson students spent the entire 2020-'21 school year learning online — or trying to. \u003ca href=\"https://www.npr.org/2022/06/22/1105970186/pandemic-learning-loss-findings\">When students returned to buildings in fall of '21, test scores showed proficiency levels had plummeted.\u003c/a>\u003c/p>\n\u003cp>In 2019, before the pandemic, roughly 27% of Jackson students were at or above grade level in English Language Arts. After a year of online learning, that dropped to just 18%.\u003c/p>\n\u003cp>LaTosha Bew-Cancer saw the backsliding firsthand as a second-grade teacher last year.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>I had children in second grade [reading] on a kindergarten level, and it was difficult,\" says Bew-Cancer. \"Although they may not have made it to be second-grade probable readers, they did grow. And that was the goal.\"\u003c/p>\n\u003cp>The story in math was even worse. In 2019, nearly 24% of Jackson students were at or above grade level. After a year of online learning, just 9% were.\u003c/p>\n\u003cp>So last year, Greene and his team did what many schools across the U.S. were doing: Everything they could. Most importantly, they carved dedicated blocks of time into students' daily schedules for academic intervention.\u003c/p>\n\u003cp>Students who needed help catching up in math or reading got it, either from classroom teachers or dedicated interventionists.\u003c/p>\n\u003cp>Preliminary data from last spring suggest the push made a big difference: Proficiency levels are nearly back to where they were before the pandemic.\u003c/p>\n\u003cp>Of course, those levels are still low, and Superintendent Greene knows he needs to keep pushing if the district is to make its\u003ca href=\"https://www.jackson.k12.ms.us/cms/lib/MS01910533/Centricity/Domain/4497/ExcellenceForAll%20Update%2006-21-22.pdf\"> turnaround goals\u003c/a>.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/d10d74b4-4e75-47af-963f-b9ef6b425b72_custom-3f1f32f154c877e790e26e92f0b15b86176ae7a0-s1100-c50.jpg\" alt=\"School counselor Tiffany Johnson\" width=\"1100\" height=\"1694\">\u003cfigcaption class=\"wp-caption-text\">Elementary school counselor Tiffany Johnson set up a grief group for students last year. The district also has a relatively new social-emotional learning program, with teachers starting every day checking in with kids and working with them to name and manage their fears and frustrations. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>'We're hopeful'\u003c/strong>\u003c/h2>\n\u003cp>Greene arrived in Jackson five years ago, after helping manage the schools in Tulsa. He agreed to lead the city's troubled district out of academic and administrative crisis, after Mississippi leaders threatened a state takeover.\u003c/p>\n\u003cp>Today, Jackson is in the fourth year of a five-year turnaround plan; Greene's success or failure to meet the plan's lofty goals will be his legacy.\u003c/p>\n\u003cp>Unfortunately, no one imagined a pandemic when those goals were set.\u003c/p>\n\u003cp>\"We've got a ways to go. But we're hopeful we'll continue to make some pretty big leaps,\" Greene says from a conference room in the district's central office.\u003c/p>\n\u003cp>Making those leaps will mean asking even more of Jackson's teachers. And some are still exhausted from the past few years.\u003c/p>\n\u003cp>\"I'm constantly encouraging [teachers], 'Please don't leave. I'm begging you not to leave,' \" says Akemi Stout, president of the Jackson chapter of the American Federation of Teachers. \"The extra hours. Oh, my gosh. I've had so many phone calls about that just since [the school year started].\"\u003c/p>\n\u003cp>The state's governor recently signed a big teacher pay raise, which should help the district hold onto some of the teachers it loses every year to better wages in neighboring states.\u003c/p>\n\u003cp>Bew-Cancer, who's teaching third grade this year, says she's ready for the challenges of this new year — and hopeful, like Greene.\u003c/p>\n\u003cp>\"We had a writing exercise today, and it was difficult to look at. We have work to do, but I'm optimistic,\" Bew-Cancer says, because the students \u003cem>tried\u003c/em>. \"I'm ready for this year. I'm excited.\u003cem>\"\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>'COVID is still here'\u003c/strong>\u003c/h2>\n\u003cp>Perhaps the biggest question facing the educators and families of Jackson, and the rest of the country this school year, is emotional: How are they feeling about returning to school with COVID refusing to go away?\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_8091-3_custom-7e00a4b3457b83e43ec91dbc25ce00ae527abfa9-s1100-c50.jpg\" alt=\"Classroom decorated with stuffed animals\" width=\"1100\" height=\"732\">\u003cfigcaption class=\"wp-caption-text\">The Jackson school district, like many districts around the country, is trying to make its schools more welcoming places for kids. Counselor Tiffany Johnson, seen above, fills her office with bright colors, stuffed animals and comforting distractions like Jenga blocks. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'm a good mom, but I'm not a good teacher,\" laughs Colandra Moore after walking her 10-year-old son to class. Translation: She's thrilled that school has started and that there seems little chance of the district going remote again.\u003c/p>\n\u003cp>Jackson Public Schools was unusual in that it required masks all of last year and still allowed some students to work remotely. This year, it's doing neither.\u003c/p>\n\u003cp>Latrenda Owens says she lost a cousin to COVID and that her son, a ninth-grader, is still going to wear his mask.\u003c/p>\n\u003cp>\"Because COVID is still here. I mean, I know some have they feelings about it, but my thing is, vaccinated or not, it's still here. So why not still have them wear masks. Why not still have them protect themselves.\"\u003c/p>\n\u003cp>Jackson's schools are also focusing on other ways to protect students — not just from COVID but from the emotional toll it's taken.\u003c/p>\n\u003ch2>\u003cstrong>'I felt like she was an angel on earth'\u003c/strong>\u003c/h2>\n\u003cp>The district has a relatively new social-emotional learning program, with teachers starting every day checking in with kids and working with them to name and manage their fears and frustrations.\u003c/p>\n\u003cp>And staff are paying special attention to students who've lost a loved one.\u003c/p>\n\u003cp>\"Maybe my younger kids would draw pictures about that loved one and tell me some special things about them,\" says elementary school counselor Tiffany Johnson, who set up a grief group for students last year.\u003c/p>\n\u003cp>One little girl, who lost her mother to COVID, liked to visit Johnson's office and play with a tower of brightly-painted Jenga blocks.\u003c/p>\n\u003cp>\"I told her, that's kinda like your emotions sometimes: Everything could be perfect and the Jenga looks perfect now, but once we start to pull and move things, then, you know, something happens. Everything's gonna fall. But guess what, we can build it back up again.\"\u003c/p>\n\u003cp>Fifteen-year-old Makalin Odie and her 17-year-old sister, Alana, lost their mother to COVID early in the pandemic.\u003c/p>\n\u003cp>\"To me, can't nobody compare to my mom. Can't nobody come close to her,\" Makalin says.\u003c/p>\n\u003cp>\"I would sneak in her bed at night, lay up under her,\" Alana remembers. \"I was just very, very attached to her. She'll do anything for the people that she love. Even the people that she don't know, she'll do anything for them. I felt like she was an angel on earth.\"\u003c/p>\n\u003cp>Makalin says she got help last year with her grief from a counselor at school, and this year, she says, she feels ready to put herself out there in a way she didn't feel comfortable last year, trying out for track and maybe even soccer.\u003c/p>\n\u003cp>\"I mean, sometimes I'd just get a burst of anger, and I'd have to let it out. Or I'd just cry,\" Makalin says. \"Or sometimes I just don't even wanna get up, I just wanna sleep all day. But then I have to get up and go. I just gotta. I gotta do it.\"\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>No one thinks this new school year will be easy, but resilience, like Makalin's, abounds in Jackson, along with a hopefulness for what the year could be.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+a+new+year+starts%2C+schools+prepare+for+fewer+masks%2C+more+learning+and+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59729/as-a-new-year-starts-schools-prepare-for-fewer-masks-more-learning-and-joy","authors":["byline_mindshift_59729"],"categories":["mindshift_20729"],"tags":["mindshift_21343","mindshift_21419","mindshift_20865","mindshift_21038"],"featImg":"mindshift_59738","label":"mindshift"},"mindshift_58377":{"type":"posts","id":"mindshift_58377","meta":{"index":"posts_1591205157","site":"mindshift","id":"58377","score":null,"sort":[1630310554000]},"guestAuthors":[],"slug":"unplanned-lessons-what-pandemic-education-has-taught-teachers","title":"Unplanned Lessons: What Pandemic Education Has Taught Teachers","publishDate":1630310554,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the COVID-19 pandemic, American educators have experienced unprecedented change and challenges. But not everything unexpected is undesirable. Whether in virtual classrooms, hybrid instruction or in-person schools, teachers also gained new insights on themselves, their students and their practice. Now, as the Delta variant sparks ongoing worries about school building re-openings, five teachers share the unplanned lessons they will carry into the new school year and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lucia Bowers\u003cbr>\n\u003c/b>\u003cem>English teacher, Dolores Huerta Middle School\u003cbr>\nBurbank, California\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Recognizing resilience\u003c/strong>\u003c/p>\n\u003cp>“We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lucia Bowers, a mom of three and teacher to more than 100, the idea of teaching online while keeping her own family afloat and the house stocked with toilet paper sounds like a science fiction novel. Yet for the past year, it was her reality.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, there were days when the WiFi went out, but Bowers took those hurdles one at a time. And sometime last fall, she looked up from teaching to a smoothly operating scene. She saw her second-grader attending Zoom class in the living room right beside her and her sophomore daughter dancing in the backyard for P.E. Meanwhile, her freshman son studied biology in his bedroom and her husband worked from the family room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, ‘Is this really happening?’ We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that,” Bowers said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic also highlighted to Bowers that her students may not have the same resources that were in her home. She said that as the year progressed and students used up school-provided supplies, some families quickly replaced them while others couldn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her school worked to fill in the gaps, but seeing those disparities has changed how Bowers thinks about equity in the school building, too. She said \u003c/span>\u003ca href=\"https://dredwardseducator.com/it-was-never-about-pencils/\">\u003cspan style=\"font-weight: 400\">it can create stigma and shame when teachers call out students who don’t have supplies ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or when they put flags on classroom pencils to make sure they stay in the room. Going forward, her assumption will be that every kid needs a pencil or other materials. “And if they don't — great, cool. But I'm going to still provide it for them and just hope that they will not feel embarrassed to take the supplies that are there.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58394\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg\" alt=\"\" width=\"160\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-800x1267.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1020x1616.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-768x1217.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-970x1536.jpg 970w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1293x2048.jpg 1293w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609.jpg 1337w\" sizes=\"(max-width: 160px) 100vw, 160px\">Rickey Townsend\u003c/b>\u003c/p>\n\u003cp>\u003cem>7th grade math teacher, Benjamin Franklin International Exploratory Academy\u003cbr>\nDallas, Texas\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Opening up online\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am learning that there are platforms to capture the voice of all students, no matter if extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day in late 2020, as students logged into Rickey Townsend’s hybrid classroom, they encountered the usual digital scene. Their math teacher, wearing a suit and tie with matching glasses, greeted students by name. His own name was displayed in the bottom corner of his picture. But that day, the transparent gray label included a few new words: “He/Him/His.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend appended those \u003c/span>\u003ca href=\"https://www.gse.upenn.edu/news/educators-playbook/erin-cross-pronouns-gender-identity\">\u003cspan style=\"font-weight: 400\">pronouns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after seeing a tweet that suggested including them would acknowledge and affirm \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/the-pandemic-and-politics-made-life-especially-rough-for-lgbtq-youth-survey-finds/2021/07\">\u003cspan style=\"font-weight: 400\">LGBTQ students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He didn’t point out the change, but his seventh graders noticed. One student sent him a private message saying they’d never seen a teacher do that and asking if it was OK to list their pronouns, too. It was the start of conversations Townsend said probably wouldn’t have happened in another year. And it contributed to a larger trend of his students opening up more in Zoom chat than when within an arms’ length of peers. “This is the first year a lot of students shared about who they are personally, how they identify,” Townsend said. They shared what's going on at home (and about) \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">deaths in the family\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I don't think that I would have gotten that in a traditional school setting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend found other small but intentional acts to connect with students, too. He used Zoom polls for mental health checks, and he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">spoke honestly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about his own ups and downs. Several times per week, he started class with non-math questions about student interests, and after the \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol/2021/01/07/954415771/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">Capitol riot in January\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he set aside linear equations so students could process national events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kinds of conversations, along with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">a supportive network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped Townsend through the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">harder days\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This was his fifth year teaching and the first time he contemplated quitting. He said the Zoom connections weren’t as fulfilling as those in a physical classroom, but they have caused him to reflect on how he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\">\u003cspan style=\"font-weight: 400\">engages with quiet students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in-person. He might, for example, continue using virtual check-in polls or give student index cards as an alternate way to share. “Pre-coronavirus, I was guilty of encouraging students who were labeled as quiet scholars to speak up in class,” Townsend said. “I am learning that there are platforms to capture the voice of all students, no matter if (they are) extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58399\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Janelle Henderson\u003c/b>\u003c/p>\n\u003cp>\u003cem>Grade 3 teacher, Mill Creek Leadership Academy\u003cbr>\nLouisville, Kentucky\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hard conversations, healthy habits\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was in a lighter mood, we had more fun together. And I know my students got more out of our content.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last September, when a Kentucky grand jury \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/09/23/914250463/breonna-taylor-charging-decision-to-be-announced-this-afternoon-lawyer-says\">\u003cspan style=\"font-weight: 400\">brought no charges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> against the police officers who shot and killed Breonna Taylor, Janelle Henderson took a deep breath. Discussing tough topics is nothing new to Henderson’s third grade classroom, but she knew this conversation would be different. For one thing, it came early in the year, with little time to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">build trust among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What’s more, the events quite literally hit close to home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don't want to say our city was on fire, but the energy was palpable, like everyone was in a very heightened state of anxiety and stress,” Henderson said. That meant she needed to establish a clear structure and ground rules for discussing the news. Those rules included speaking in “I” statements, not “we” statements, that it’s not OK to hurt people or things, that no one was required to share, and that anyone could turn off their screens at any time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson raised the topic in small group sessions with students. With each group, she started by sharing that she was “not OK” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">affirming any emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> her students felt. Then she stepped back to listen. After everyone got a chance to speak, they moved on to the day’s regular content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson said that facilitating those conversations terrified her — especially knowing that families of students would be listening and watching — but they were necessary. And September was just the start. Throughout the year, her third graders circled up online to discuss the presidential election, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13885541/black-panther-star-chadwick-boseman-dies-of-cancer-at-43\">\u003cspan style=\"font-weight: 400\">Chadwick Boseman’s death\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Capitol insurrection and more. “We did a lot in this virtual setting that I didn't ever expect to do, but it just worked, and that was the classroom that I had,” Henderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It helped that Henderson herself felt more grounded and present this year. Her school didn’t require as many hours of synchronous virtual instruction as they would have in-person, and Henderson used the first hour of the day to prepare at her own pace. She also took more movement and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation breaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the day. “So as a human, I just felt really grounded, like I didn't feel like there was this pressure to rush, rush, rush and go, go, go.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That pace may be hard to maintain with a return to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/here-we-are-again-weary-teachers-brace-for-another-covid-school-year/2021/08\">\u003cspan style=\"font-weight: 400\">regular schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Henderson said she’ll try to set boundaries, like guarding her planning period for self-care rather than squeezing in a dozen miscellaneous tasks. If she can, she knows it will be good for herself and for her third-graders. Just as it was this year. “I was in a lighter mood, we had more fun together. And I know my students got more out of our content,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58398\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png\" alt=\"\" width=\"160\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176.png 560w\" sizes=\"(max-width: 160px) 100vw, 160px\">Jennifer Dao\u003c/b>\u003c/p>\n\u003cp>\u003cem>Algebra teacher, Nichols Middle School\u003cbr>\nEvanston, Illinois\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Tapping into technology\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Dao’s mathematics teaching style has always been pretty open-ended. There’s a lesson plan and a learning goal, of course, but after presenting a problem, she follows her students’ lead. “Whatever the kids do, I use it throughout the lesson to summarize and to piece together their work,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without students in the same room as her until February, Dao decided to implement a new structure this year. Along with some colleagues, she adopted a practice called \u003c/span>\u003ca href=\"https://www.geniconsulting.org/chapter-6#learning-contracts-the-structure-of-self-directedness\">\u003cspan style=\"font-weight: 400\">learning contracts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.geniconsulting.org/bio\">\u003cspan style=\"font-weight: 400\">Larry Geni\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a retired science teacher. Using this model, Dao started each class with a slide containing information and links to everything that would be covered that day. The class spent the first 40 minutes on a warm-up and the main lesson. For the second half of class, students chose a task from three options to work on independently or with \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\">small groups\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One task might be watching a review video on a foundational skill or completing guided notes with teacher support. There are also advanced practice exercises for the day’s topic and advanced challenges related to the standard. Dao said these options helped her organize class more clearly, and it showed her that students benefit from visual and written instructions, in addition to the oral ones she gives in-person. “I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choosing between tasks also improved students’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">metacognitive skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by requiring them to take stock of their understanding. Students were “brutally honest” about themselves in weekly self-evaluations and optional blog posts, Dao said. Since she couldn’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible\">\u003cspan style=\"font-weight: 400\">see students’ independent work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on paper, reading their self-reflections encouraged her. “It made me feel like the work that I put in wasn't for nothing, because a lot of teachers felt that frustration on Zoom, seeing just squares on a page. … It gave me a better snapshot of the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-58397 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791.jpeg 645w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lauren Merkley\u003c/b>\u003c/p>\n\u003cp>\u003cem>English teacher, Cottonwood High School\u003cbr>\nMurray, Utah\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A “both/and” year\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I must have said, ‘I can't do this’ 1,000 times this school year … But every time — every time! — I could do it. I could keep going.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lauren Merkley, the 2020-21 school year started with a sense of foreboding. Her school began with both in-person and asynchronous virtual options. That meant she had to build an online class while also preparing for socially distanced traditional instruction. At the same time, ambient anxiety about possible closures loomed large. The school went fully remote twice in the fall because of surging COVID-19 numbers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“First quarter was brutal,” Merkley said. In her virtual classes, there were dozens of students she never saw or heard from. “They were ghosts,” she said. And that meant failing more students than ever before. It was all so much. “I must have said, ‘I can't do this’ 1,000 times this school year,” Merkley recalled. “But every morning my heart was beating, and I found that I could do it. Whatever ‘it’ was that day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The seeming impossibility of so many tasks forced Merkley, who in 2020 was the \u003c/span>\u003ca href=\"https://www.deseret.com/utah/2019/9/6/20851964/utahs-teacher-of-the-year-2020-lauren-merkley\">\u003cspan style=\"font-weight: 400\">Utah Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to accept \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">imperfection in her teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She told students that she was learning alongside them and asked for their feedback. Though uncertainty persisted, things did improve after the first quarter. And like flowers pushing through cracks in concrete, some wonderful moments blossomed, too. Like when her students read Martin Luther King Jr.’s “Letter from Birmingham Jail.” In FlipGrid video responses and comments, the high schoolers drew connections between King’s rhetoric and contemporary questions about police violence and the Black Lives Matter movement. The discussion had the highest engagement of any activity in Merkley’s virtual classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not every lesson sparked that kind of response, Merkley said that the pandemic and the politics of the past year catalyzed students to look beyond their usual rhythm of school or work or soccer practice. They \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">made connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between their lives and larger systems. “It's a both/and,” Merkley said. “It was (a year that we survived). But there were also moments where my kids felt so alive, where they felt so relevant, where what we were doing felt like it mattered.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic has tipped the scale from a stressful job to an untenable one, \u003c/span>\u003ca href=\"https://www.cnbc.com/2021/06/24/1-in-4-teachers-are-considering-quitting-after-this-past-year.html\">\u003cspan style=\"font-weight: 400\">prompting them to walk away\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Merkley, however, said this year reaffirmed her place in the profession. The successes may have been fewer, but they were hard won. “You're in it to help kids and to have those moments of discovery,” she said. “So when they came this year, I think they were all the sweeter because of that juxtaposition.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers reflect on what they learned during the ongoing pandemic and how they will apply those lessons in the new school year. ","status":"publish","parent":0,"modified":1631039000,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2319},"headData":{"title":"Unplanned Lessons: What Pandemic Education Has Taught Teachers - MindShift","description":"Teachers reflect on what they learned during the ongoing pandemic and how they will apply those lessons in the new school year. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58377 https://ww2.kqed.org/mindshift/?p=58377","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/30/unplanned-lessons-what-pandemic-education-has-taught-teachers/","disqusTitle":"Unplanned Lessons: What Pandemic Education Has Taught Teachers","path":"/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the COVID-19 pandemic, American educators have experienced unprecedented change and challenges. But not everything unexpected is undesirable. Whether in virtual classrooms, hybrid instruction or in-person schools, teachers also gained new insights on themselves, their students and their practice. Now, as the Delta variant sparks ongoing worries about school building re-openings, five teachers share the unplanned lessons they will carry into the new school year and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lucia Bowers\u003cbr>\n\u003c/b>\u003cem>English teacher, Dolores Huerta Middle School\u003cbr>\nBurbank, California\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Recognizing resilience\u003c/strong>\u003c/p>\n\u003cp>“We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lucia Bowers, a mom of three and teacher to more than 100, the idea of teaching online while keeping her own family afloat and the house stocked with toilet paper sounds like a science fiction novel. Yet for the past year, it was her reality.\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\">Sure, there were days when the WiFi went out, but Bowers took those hurdles one at a time. And sometime last fall, she looked up from teaching to a smoothly operating scene. She saw her second-grader attending Zoom class in the living room right beside her and her sophomore daughter dancing in the backyard for P.E. Meanwhile, her freshman son studied biology in his bedroom and her husband worked from the family room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, ‘Is this really happening?’ We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that,” Bowers said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic also highlighted to Bowers that her students may not have the same resources that were in her home. She said that as the year progressed and students used up school-provided supplies, some families quickly replaced them while others couldn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her school worked to fill in the gaps, but seeing those disparities has changed how Bowers thinks about equity in the school building, too. She said \u003c/span>\u003ca href=\"https://dredwardseducator.com/it-was-never-about-pencils/\">\u003cspan style=\"font-weight: 400\">it can create stigma and shame when teachers call out students who don’t have supplies ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or when they put flags on classroom pencils to make sure they stay in the room. Going forward, her assumption will be that every kid needs a pencil or other materials. “And if they don't — great, cool. But I'm going to still provide it for them and just hope that they will not feel embarrassed to take the supplies that are there.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58394\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg\" alt=\"\" width=\"160\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-800x1267.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1020x1616.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-768x1217.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-970x1536.jpg 970w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1293x2048.jpg 1293w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609.jpg 1337w\" sizes=\"(max-width: 160px) 100vw, 160px\">Rickey Townsend\u003c/b>\u003c/p>\n\u003cp>\u003cem>7th grade math teacher, Benjamin Franklin International Exploratory Academy\u003cbr>\nDallas, Texas\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Opening up online\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am learning that there are platforms to capture the voice of all students, no matter if extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day in late 2020, as students logged into Rickey Townsend’s hybrid classroom, they encountered the usual digital scene. Their math teacher, wearing a suit and tie with matching glasses, greeted students by name. His own name was displayed in the bottom corner of his picture. But that day, the transparent gray label included a few new words: “He/Him/His.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend appended those \u003c/span>\u003ca href=\"https://www.gse.upenn.edu/news/educators-playbook/erin-cross-pronouns-gender-identity\">\u003cspan style=\"font-weight: 400\">pronouns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after seeing a tweet that suggested including them would acknowledge and affirm \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/the-pandemic-and-politics-made-life-especially-rough-for-lgbtq-youth-survey-finds/2021/07\">\u003cspan style=\"font-weight: 400\">LGBTQ students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He didn’t point out the change, but his seventh graders noticed. One student sent him a private message saying they’d never seen a teacher do that and asking if it was OK to list their pronouns, too. It was the start of conversations Townsend said probably wouldn’t have happened in another year. And it contributed to a larger trend of his students opening up more in Zoom chat than when within an arms’ length of peers. “This is the first year a lot of students shared about who they are personally, how they identify,” Townsend said. They shared what's going on at home (and about) \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">deaths in the family\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I don't think that I would have gotten that in a traditional school setting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend found other small but intentional acts to connect with students, too. He used Zoom polls for mental health checks, and he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">spoke honestly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about his own ups and downs. Several times per week, he started class with non-math questions about student interests, and after the \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol/2021/01/07/954415771/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">Capitol riot in January\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he set aside linear equations so students could process national events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kinds of conversations, along with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">a supportive network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped Townsend through the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">harder days\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This was his fifth year teaching and the first time he contemplated quitting. He said the Zoom connections weren’t as fulfilling as those in a physical classroom, but they have caused him to reflect on how he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\">\u003cspan style=\"font-weight: 400\">engages with quiet students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in-person. He might, for example, continue using virtual check-in polls or give student index cards as an alternate way to share. “Pre-coronavirus, I was guilty of encouraging students who were labeled as quiet scholars to speak up in class,” Townsend said. “I am learning that there are platforms to capture the voice of all students, no matter if (they are) extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58399\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Janelle Henderson\u003c/b>\u003c/p>\n\u003cp>\u003cem>Grade 3 teacher, Mill Creek Leadership Academy\u003cbr>\nLouisville, Kentucky\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hard conversations, healthy habits\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was in a lighter mood, we had more fun together. And I know my students got more out of our content.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last September, when a Kentucky grand jury \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/09/23/914250463/breonna-taylor-charging-decision-to-be-announced-this-afternoon-lawyer-says\">\u003cspan style=\"font-weight: 400\">brought no charges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> against the police officers who shot and killed Breonna Taylor, Janelle Henderson took a deep breath. Discussing tough topics is nothing new to Henderson’s third grade classroom, but she knew this conversation would be different. For one thing, it came early in the year, with little time to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">build trust among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What’s more, the events quite literally hit close to home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don't want to say our city was on fire, but the energy was palpable, like everyone was in a very heightened state of anxiety and stress,” Henderson said. That meant she needed to establish a clear structure and ground rules for discussing the news. Those rules included speaking in “I” statements, not “we” statements, that it’s not OK to hurt people or things, that no one was required to share, and that anyone could turn off their screens at any time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson raised the topic in small group sessions with students. With each group, she started by sharing that she was “not OK” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">affirming any emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> her students felt. Then she stepped back to listen. After everyone got a chance to speak, they moved on to the day’s regular content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson said that facilitating those conversations terrified her — especially knowing that families of students would be listening and watching — but they were necessary. And September was just the start. Throughout the year, her third graders circled up online to discuss the presidential election, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13885541/black-panther-star-chadwick-boseman-dies-of-cancer-at-43\">\u003cspan style=\"font-weight: 400\">Chadwick Boseman’s death\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Capitol insurrection and more. “We did a lot in this virtual setting that I didn't ever expect to do, but it just worked, and that was the classroom that I had,” Henderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It helped that Henderson herself felt more grounded and present this year. Her school didn’t require as many hours of synchronous virtual instruction as they would have in-person, and Henderson used the first hour of the day to prepare at her own pace. She also took more movement and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation breaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the day. “So as a human, I just felt really grounded, like I didn't feel like there was this pressure to rush, rush, rush and go, go, go.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That pace may be hard to maintain with a return to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/here-we-are-again-weary-teachers-brace-for-another-covid-school-year/2021/08\">\u003cspan style=\"font-weight: 400\">regular schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Henderson said she’ll try to set boundaries, like guarding her planning period for self-care rather than squeezing in a dozen miscellaneous tasks. If she can, she knows it will be good for herself and for her third-graders. Just as it was this year. “I was in a lighter mood, we had more fun together. And I know my students got more out of our content,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58398\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png\" alt=\"\" width=\"160\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176.png 560w\" sizes=\"(max-width: 160px) 100vw, 160px\">Jennifer Dao\u003c/b>\u003c/p>\n\u003cp>\u003cem>Algebra teacher, Nichols Middle School\u003cbr>\nEvanston, Illinois\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Tapping into technology\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Dao’s mathematics teaching style has always been pretty open-ended. There’s a lesson plan and a learning goal, of course, but after presenting a problem, she follows her students’ lead. “Whatever the kids do, I use it throughout the lesson to summarize and to piece together their work,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without students in the same room as her until February, Dao decided to implement a new structure this year. Along with some colleagues, she adopted a practice called \u003c/span>\u003ca href=\"https://www.geniconsulting.org/chapter-6#learning-contracts-the-structure-of-self-directedness\">\u003cspan style=\"font-weight: 400\">learning contracts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.geniconsulting.org/bio\">\u003cspan style=\"font-weight: 400\">Larry Geni\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a retired science teacher. Using this model, Dao started each class with a slide containing information and links to everything that would be covered that day. The class spent the first 40 minutes on a warm-up and the main lesson. For the second half of class, students chose a task from three options to work on independently or with \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\">small groups\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One task might be watching a review video on a foundational skill or completing guided notes with teacher support. There are also advanced practice exercises for the day’s topic and advanced challenges related to the standard. Dao said these options helped her organize class more clearly, and it showed her that students benefit from visual and written instructions, in addition to the oral ones she gives in-person. “I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choosing between tasks also improved students’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">metacognitive skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by requiring them to take stock of their understanding. Students were “brutally honest” about themselves in weekly self-evaluations and optional blog posts, Dao said. Since she couldn’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible\">\u003cspan style=\"font-weight: 400\">see students’ independent work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on paper, reading their self-reflections encouraged her. “It made me feel like the work that I put in wasn't for nothing, because a lot of teachers felt that frustration on Zoom, seeing just squares on a page. … It gave me a better snapshot of the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-58397 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791.jpeg 645w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lauren Merkley\u003c/b>\u003c/p>\n\u003cp>\u003cem>English teacher, Cottonwood High School\u003cbr>\nMurray, Utah\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A “both/and” year\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I must have said, ‘I can't do this’ 1,000 times this school year … But every time — every time! — I could do it. I could keep going.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lauren Merkley, the 2020-21 school year started with a sense of foreboding. Her school began with both in-person and asynchronous virtual options. That meant she had to build an online class while also preparing for socially distanced traditional instruction. At the same time, ambient anxiety about possible closures loomed large. The school went fully remote twice in the fall because of surging COVID-19 numbers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“First quarter was brutal,” Merkley said. In her virtual classes, there were dozens of students she never saw or heard from. “They were ghosts,” she said. And that meant failing more students than ever before. It was all so much. “I must have said, ‘I can't do this’ 1,000 times this school year,” Merkley recalled. “But every morning my heart was beating, and I found that I could do it. Whatever ‘it’ was that day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The seeming impossibility of so many tasks forced Merkley, who in 2020 was the \u003c/span>\u003ca href=\"https://www.deseret.com/utah/2019/9/6/20851964/utahs-teacher-of-the-year-2020-lauren-merkley\">\u003cspan style=\"font-weight: 400\">Utah Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to accept \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">imperfection in her teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She told students that she was learning alongside them and asked for their feedback. Though uncertainty persisted, things did improve after the first quarter. And like flowers pushing through cracks in concrete, some wonderful moments blossomed, too. Like when her students read Martin Luther King Jr.’s “Letter from Birmingham Jail.” In FlipGrid video responses and comments, the high schoolers drew connections between King’s rhetoric and contemporary questions about police violence and the Black Lives Matter movement. The discussion had the highest engagement of any activity in Merkley’s virtual classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not every lesson sparked that kind of response, Merkley said that the pandemic and the politics of the past year catalyzed students to look beyond their usual rhythm of school or work or soccer practice. They \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">made connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between their lives and larger systems. “It's a both/and,” Merkley said. “It was (a year that we survived). But there were also moments where my kids felt so alive, where they felt so relevant, where what we were doing felt like it mattered.”\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\">For some teachers, the pandemic has tipped the scale from a stressful job to an untenable one, \u003c/span>\u003ca href=\"https://www.cnbc.com/2021/06/24/1-in-4-teachers-are-considering-quitting-after-this-past-year.html\">\u003cspan style=\"font-weight: 400\">prompting them to walk away\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Merkley, however, said this year reaffirmed her place in the profession. The successes may have been fewer, but they were hard won. “You're in it to help kids and to have those moments of discovery,” she said. “So when they came this year, I think they were all the sweeter because of that juxtaposition.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers","authors":["11487"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_122","mindshift_21038","mindshift_21359"],"featImg":"mindshift_58402","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/FreshAir_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/insideEurope.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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