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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"lindaflan":{"type":"authors","id":"4613","meta":{"index":"authors_1591205172","id":"4613","found":true},"name":"Linda Flanagan","firstName":"Linda","lastName":"Flanagan","slug":"lindaflan","email":"lindaflan@comcast.net","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61775":{"type":"posts","id":"mindshift_61775","meta":{"index":"posts_1591205157","site":"mindshift","id":"61775","score":null,"sort":[1685959211000]},"guestAuthors":[],"slug":"how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","title":"How important was your favorite teacher to your success? Researchers have done the math","publishDate":1685959211,"format":"standard","headTitle":"How important was your favorite teacher to your success? Researchers have done the math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It’s often hard to express exactly why certain teachers make such a difference in our lives. Some push us to work harder than we thought we could. Others give us good advice and support us through setbacks. Students describe how a caring teacher helped them “stay out of trouble” or gave them “direction in life.” What we cherish often has nothing to do with the biology or Bronze Age history we learned in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the lucky among us who have formed connections with a teacher, a school counselor or a coach, their value can seem immeasurable. That has not deterred a trio of researchers from trying to quantify that influence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of us have had a teacher in our lives that just went above and beyond and was more than a classroom teacher,” said Matthew Kraft, an associate professor of education and economics at Brown University and one of the researchers on a draft \u003c/span>\u003ca href=\"https://www.nber.org/papers/w31257\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">working paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> circulated in May 2023 by the National Bureau of Economic Research that has not been peer reviewed. “It’s really an underappreciated way in which teachers matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and two other researchers from Harvard University and the University of Virginia turned to the \u003c/span>\u003ca href=\"https://addhealth.cpc.unc.edu/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Longitudinal Study of Adolescent to Adult Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a periodic survey of 20,000 teens from 1994 into adulthood. One of the questions posed in 2000, when they were 18-24, was this: Other than your parents or step-parents, has an adult made an important positive difference in your life at any time since you were 14 years old?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three quarters of the students said they had an adult like this in their lives. Often their most important mentor was another relative, a neighbor or a religious leader. But over 15% of the students – more than one out of every seven respondents – said that a teacher, a school counselor or a sports coach was their \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">most\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> important mentor. These school relationships were notably long-lasting; students said that teachers and coaches played important roles in their lives for more than five years, on average.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers compared what happened to the 3,000 students who had mentors at school with the roughly 5,000 students who said they had no mentors at all. The ones with school mentors did moderately better in high school with slightly higher grades – for example, a B- versus a C+ – and failed fewer classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what was really striking was what happened after high school. Those who had formed a positive relationship with a teacher, a counselor or a coach increased their chances of going to college by at least 9 percentage points. That’s a substantial boost given that only 51% of students without a mentor enrolled in college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues brought the tools of modern applied economics to answer the question of a teacher’s worth outside of the classroom. There are many confounding factors and perhaps the teens who form these relationships with caring adults are different in other ways – maybe they are more ambitious or have more self-confidence – and they would have gone to college in higher numbers even if they hadn’t had a mentor at school. Though it’s impossible to account for all the possibilities, the researchers crunched the numbers in various ways, arriving at different numerical results each time, but consistently saw strong benefits for students who had mentors at school. This was true even between best friends, romantic partners and twins. For example, the twin sibling with a mentor did better than the one without, even though they were raised by the same parents and attended the same high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues didn’t detect a big difference in college graduation rates between those with and without mentors. The largest difference seems to be the decision to apply and enroll in college. For students who are undecided on whether to go to college, having a school-based mentor seems to carry them over the threshold of the college gates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from low-income and less educated families were less likely to have a mentor, but having a mentor was even more beneficial for them than it was for their higher income peers. Their college going appeared to be dramatically higher. The mentoring itself also seemed different for poor and rich students. Lower income students were more likely to report that their mentors gave them practical and tangible help, along with advice on money. Higher income students were more likely to report receiving guidance, advice and wisdom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mentored by a sports coach was just as effective as being mentored by a teacher; these young adults experienced the same short-term and long-term benefits. However, female students were more likely to gravitate toward teachers while male students were more likely to bond with a coach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Formal mentorship programs, such as Big Brothers Big Sisters, have also produced benefits for young adults, but Kraft said the benefits from the informal relationships studied here appear to be larger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to set up formal mentoring programs but not all the relationships are going to pan out,” said Kraft. “We know far less about how to support and cultivate the formation of these voluntary relationships. And we have no control over whether or not it’s the students who might most benefit from them who are able to successfully seek out and form these mentoring relationships.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are some clues in the study as to what schools can do to create the conditions for serendipity. “There is no magic wand for exactly the best way to do it,” Kraft said. “It’s not something we can say, do this and relationships will form. But schools are social organizations and can create environments where they’re more likely to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noticed that high schools with smaller class sizes and those where students said they felt a greater “sense of belonging” tended to produce twice as many of these mentoring relationships than schools with larger classes and a less hospitable school environment. “When students say that school is a place where they feel welcome and part of the community,” said Kraft. “you’re much more willing to open up to a teacher or counselor or a coach, and reciprocate when they reach out and say, ‘Hey, I see you’re looking a little down. Do you want to talk about it?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft offers two additional suggestions for schools:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hire more Black and Hispanic teachers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">White students were substantially more likely to report having a school mentor than their Black and Hispanic peers. That’s likely because the U.S. high school teacher workforce is 79% white and 59% female, and from middle and upper-middle class backgrounds. “Shared common life experiences increase the likelihood that you’ll develop an informal mentoring relationship because you can talk about things in a common way,” said Kraft. “This adds weight to the pressing need to diversify the teacher workforce.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers do not know why so many Asian males (more than 20 percent) sought out and built strong relationships with adults at school. Seventeen percent of Asian females had school mentors. Only 10% of Black and Hispanic female students had mentors at school while Black and Hispanic males reported slightly higher rates of about 12 percent. Fifteen percent of white students reported having school-based mentors.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create small group moments\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft suggests that school leaders can promote these student-teacher relationships by creating more opportunities for students to have multiple, sustained interactions with school personnel in small group settings. This doesn’t necessarily require smaller class sizes; small groups could be advisory periods, club activities or tutoring sessions during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is the implication of this study that teachers should be taking on even more responsibilities? Kraft says that’s not his intention. Instead, he wants to recognize what many teachers and other school staffers are already doing. It’s another way, he said, “in which teachers are incredibly important.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">importance of teacher-student relationships\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.\r\n","status":"publish","parent":0,"modified":1685743075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1447},"headData":{"title":"How important was your favorite teacher to your success? Researchers have done the math | KQED","description":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How important was your favorite teacher to your success? Researchers have done the math","datePublished":"2023-06-05T10:00:11.000Z","dateModified":"2023-06-02T21:57:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It’s often hard to express exactly why certain teachers make such a difference in our lives. Some push us to work harder than we thought we could. Others give us good advice and support us through setbacks. Students describe how a caring teacher helped them “stay out of trouble” or gave them “direction in life.” What we cherish often has nothing to do with the biology or Bronze Age history we learned in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the lucky among us who have formed connections with a teacher, a school counselor or a coach, their value can seem immeasurable. That has not deterred a trio of researchers from trying to quantify that influence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of us have had a teacher in our lives that just went above and beyond and was more than a classroom teacher,” said Matthew Kraft, an associate professor of education and economics at Brown University and one of the researchers on a draft \u003c/span>\u003ca href=\"https://www.nber.org/papers/w31257\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">working paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> circulated in May 2023 by the National Bureau of Economic Research that has not been peer reviewed. “It’s really an underappreciated way in which teachers matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and two other researchers from Harvard University and the University of Virginia turned to the \u003c/span>\u003ca href=\"https://addhealth.cpc.unc.edu/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Longitudinal Study of Adolescent to Adult Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a periodic survey of 20,000 teens from 1994 into adulthood. One of the questions posed in 2000, when they were 18-24, was this: Other than your parents or step-parents, has an adult made an important positive difference in your life at any time since you were 14 years old?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three quarters of the students said they had an adult like this in their lives. Often their most important mentor was another relative, a neighbor or a religious leader. But over 15% of the students – more than one out of every seven respondents – said that a teacher, a school counselor or a sports coach was their \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">most\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> important mentor. These school relationships were notably long-lasting; students said that teachers and coaches played important roles in their lives for more than five years, on average.\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 researchers compared what happened to the 3,000 students who had mentors at school with the roughly 5,000 students who said they had no mentors at all. The ones with school mentors did moderately better in high school with slightly higher grades – for example, a B- versus a C+ – and failed fewer classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what was really striking was what happened after high school. Those who had formed a positive relationship with a teacher, a counselor or a coach increased their chances of going to college by at least 9 percentage points. That’s a substantial boost given that only 51% of students without a mentor enrolled in college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues brought the tools of modern applied economics to answer the question of a teacher’s worth outside of the classroom. There are many confounding factors and perhaps the teens who form these relationships with caring adults are different in other ways – maybe they are more ambitious or have more self-confidence – and they would have gone to college in higher numbers even if they hadn’t had a mentor at school. Though it’s impossible to account for all the possibilities, the researchers crunched the numbers in various ways, arriving at different numerical results each time, but consistently saw strong benefits for students who had mentors at school. This was true even between best friends, romantic partners and twins. For example, the twin sibling with a mentor did better than the one without, even though they were raised by the same parents and attended the same high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues didn’t detect a big difference in college graduation rates between those with and without mentors. The largest difference seems to be the decision to apply and enroll in college. For students who are undecided on whether to go to college, having a school-based mentor seems to carry them over the threshold of the college gates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from low-income and less educated families were less likely to have a mentor, but having a mentor was even more beneficial for them than it was for their higher income peers. Their college going appeared to be dramatically higher. The mentoring itself also seemed different for poor and rich students. Lower income students were more likely to report that their mentors gave them practical and tangible help, along with advice on money. Higher income students were more likely to report receiving guidance, advice and wisdom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mentored by a sports coach was just as effective as being mentored by a teacher; these young adults experienced the same short-term and long-term benefits. However, female students were more likely to gravitate toward teachers while male students were more likely to bond with a coach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Formal mentorship programs, such as Big Brothers Big Sisters, have also produced benefits for young adults, but Kraft said the benefits from the informal relationships studied here appear to be larger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to set up formal mentoring programs but not all the relationships are going to pan out,” said Kraft. “We know far less about how to support and cultivate the formation of these voluntary relationships. And we have no control over whether or not it’s the students who might most benefit from them who are able to successfully seek out and form these mentoring relationships.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are some clues in the study as to what schools can do to create the conditions for serendipity. “There is no magic wand for exactly the best way to do it,” Kraft said. “It’s not something we can say, do this and relationships will form. But schools are social organizations and can create environments where they’re more likely to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noticed that high schools with smaller class sizes and those where students said they felt a greater “sense of belonging” tended to produce twice as many of these mentoring relationships than schools with larger classes and a less hospitable school environment. “When students say that school is a place where they feel welcome and part of the community,” said Kraft. “you’re much more willing to open up to a teacher or counselor or a coach, and reciprocate when they reach out and say, ‘Hey, I see you’re looking a little down. Do you want to talk about it?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft offers two additional suggestions for schools:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hire more Black and Hispanic teachers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">White students were substantially more likely to report having a school mentor than their Black and Hispanic peers. That’s likely because the U.S. high school teacher workforce is 79% white and 59% female, and from middle and upper-middle class backgrounds. “Shared common life experiences increase the likelihood that you’ll develop an informal mentoring relationship because you can talk about things in a common way,” said Kraft. “This adds weight to the pressing need to diversify the teacher workforce.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers do not know why so many Asian males (more than 20 percent) sought out and built strong relationships with adults at school. Seventeen percent of Asian females had school mentors. Only 10% of Black and Hispanic female students had mentors at school while Black and Hispanic males reported slightly higher rates of about 12 percent. Fifteen percent of white students reported having school-based mentors.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create small group moments\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft suggests that school leaders can promote these student-teacher relationships by creating more opportunities for students to have multiple, sustained interactions with school personnel in small group settings. This doesn’t necessarily require smaller class sizes; small groups could be advisory periods, club activities or tutoring sessions during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is the implication of this study that teachers should be taking on even more responsibilities? Kraft says that’s not his intention. Instead, he wants to recognize what many teachers and other school staffers are already doing. It’s another way, he said, “in which teachers are incredibly important.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">importance of teacher-student relationships\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","authors":["byline_mindshift_61775"],"categories":["mindshift_21512","mindshift_21504"],"tags":["mindshift_21250","mindshift_21261","mindshift_21662","mindshift_21663","mindshift_21010","mindshift_21213","mindshift_21049"],"featImg":"mindshift_61777","label":"mindshift"},"mindshift_54750":{"type":"posts","id":"mindshift_54750","meta":{"index":"posts_1591205157","site":"mindshift","id":"54750","score":null,"sort":[1580110176000]},"guestAuthors":[],"slug":"why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","publishDate":1580110176,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","status":"publish","parent":0,"modified":1580110176,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2129},"headData":{"title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive | KQED","description":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","datePublished":"2020-01-27T07:29:36.000Z","dateModified":"2020-01-27T07:29:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54750 https://ww2.kqed.org/mindshift/?p=54750","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/26/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive/","disqusTitle":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","path":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\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>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\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>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_37","mindshift_21178","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_1041","mindshift_96","mindshift_21049","mindshift_486"],"featImg":"mindshift_54759","label":"mindshift"},"mindshift_53036":{"type":"posts","id":"mindshift_53036","meta":{"index":"posts_1591205157","site":"mindshift","id":"53036","score":null,"sort":[1550129169000]},"guestAuthors":[],"slug":"how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","publishDate":1550129169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","status":"publish","parent":0,"modified":1593710878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":973},"headData":{"title":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion - MindShift","description":"A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","datePublished":"2019-02-14T07:26:09.000Z","dateModified":"2020-07-02T17:27:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53036 https://ww2.kqed.org/mindshift/?p=53036","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/13/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion/","disqusTitle":"How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion","nprByline":"\u003ca href=\"https://www.chalkbeat.org/posts/co/2019/02/12/community-schools-serve-students-and-their-families-this-colorado-bill-would-promote-them/\">Matt Barnum, Chalkbeat\u003c/a>","path":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\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>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53036/how-extra-arts-education-at-school-boosts-students-writing-scores-and-their-compassion","authors":["byline_mindshift_53036"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20650","mindshift_20854","mindshift_21240","mindshift_20794","mindshift_20772","mindshift_21049","mindshift_943","mindshift_851"],"featImg":"mindshift_53040","label":"mindshift"},"mindshift_53043":{"type":"posts","id":"mindshift_53043","meta":{"index":"posts_1591205157","site":"mindshift","id":"53043","score":null,"sort":[1549870609000]},"guestAuthors":[],"slug":"school-shooters-whats-their-path-to-violence","title":"School Shooters: What's Their Path To Violence?","publishDate":1549870609,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's hard to empathize with someone who carries out a school shooting. The brutality of their crimes is unspeakable. Whether the shootings were at Columbine, at Sandy Hook, or in Parkland, they have traumatized students and communities across the U.S.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> understands that. He is the director of safety and risk management at Salem-Keizer Public Schools in Oregon, a state that has had its share of school shootings. In 2014, about 60 miles from Salem, where Van Dreal is based, \u003ca href=\"https://www.oregonlive.com/gresham/index.ssf/2014/06/oregon_school_shooting_troutda.html\">a 15-year-old boy\u003c/a> shot one student and a teacher at his high school before killing himself.\u003c/p>\n\u003cp>\"Someone went out of their way to target and kill children who look like our children, teachers who look like our teachers — and did it for no other reason than to hurt them,\" says Van Dreal. \"And that's very personal.\"\u003c/p>\n\u003cp>Still, Van Dreal and other psychologists and law enforcement agents do spend a lot of time thinking about what it's like to be one of these school shooters, because, they say, that is key to prevention.\u003c/p>\n\u003cp>\u003cstrong>How many school shootings?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Tallying up all shootings and instances of school violence is \u003ca href=\"https://www.theatlantic.com/education/archive/2018/02/another-school-shootingbut-whos-counting/553412/\"> difficult\u003c/a>, researchers say; there's no official count, and various organizations \u003ca href=\"https://www.snopes.com/news/2018/02/16/how-many-school-shootings-in-2018/\">differ in their definitions\u003c/a> of school shootings.\u003c/p>\n\u003cp>For example, an \u003ca href=\"https://www.motherjones.com/politics/2012/12/mass-shootings-mother-jones-full-data/\">open source database\u003c/a> put together by \u003cem>Mother Jones\u003c/em> suggests there have been 11 mass shootings (where four or more people died) in schools since the Columbine High School shooting in Colorado in 1999, and 134 children and adults died in those attacks.\u003c/p>\n\u003cp>Psychologists and law enforcement agencies have been analyzing how these sorts of \u003ca href=\"https://schoolshooters.info/multi-victim-school-shootings-united-states-fifty-year-review\">multivictim attacks\u003c/a> came to be, because of what they tell us about many other people who are at risk of becoming violent in schools and the ways we might intervene early, before anger becomes violence.\u003c/p>\n\u003cp>In the two decades since the Columbine High School shooting, researchers have learned a lot about school shooters. For one thing, many are themselves students, or former students, at the schools they attack. A significant majority tend to be teenagers or young adults.\u003c/p>\n\u003cp>\"There's no one thing, [but] maybe a couple of dozen different things that come together to put someone on the path to committing an act of mass violence,\" says \u003ca href=\"https://schoolshooters.info/about-dr-langman\">Peter Langman\u003c/a>, a clinical psychologist in Allentown, Pa., and the author of two books and \u003ca href=\"https://schoolshooters.info/articles/general-research\">several studies\u003c/a> about school shootings.\u003c/p>\n\u003cp>\u003cstrong>Multiple factors contribute in each case\u003c/strong>\u003c/p>\n\u003cp>Most shooters in these cases had led difficult lives, the studies find.\u003c/p>\n\u003cp>\"Adolescent school shooters, there's no question that they're struggling and there have been multiple failures in their lives,\" says \u003ca href=\"http://drreidmeloy.com/\">Reid Meloy\u003c/a>, a forensic psychologist who has consulted with the FBI.\u003c/p>\n\u003cp>Many struggle with psychological problems, Meloy says.\u003c/p>\n\u003cp>\"We know that mental health issues are very much in the mix,\" he says. \"The child might be just, you know, very depressed. We also found in one of our \u003ca href=\"http://drreidmeloy.com/wp-content/uploads/2015/12/2001_OffenderandOffe.pdf\">early studies\u003c/a> that you've got this curious combination of both depression and paranoia.\"\u003c/p>\n\u003cp>Studies by the \u003ca href=\"https://www.fbi.gov/file-repository/stats-services-publications-school-shooter-school-shooter/view\">FBI\u003c/a> and the \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">U.S. Secret Service\u003c/a> have also found that many of the shooters were feeling desperate before the event.\u003c/p>\n\u003cp>\"Whether or not they've been diagnosed, or whether or not they're severely mentally ill, something is going on that could [have been] addressed through some kind of treatment,\" says Langman.\u003c/p>\n\u003cp>But most never got that treatment.\u003c/p>\n\u003cp>\u003cstrong>The role of mental health problems\u003c/strong>\u003c/p>\n\u003cp>Mental health issues don't cause school shootings, Van Dreal emphasizes. After all, only a tiny, tiny percentage of kids with psychological issues go on to become school shooters.\u003c/p>\n\u003cp>But mental health problems are a risk factor, he says, because they can decrease one's ability to cope with other stresses. And studies have shown that most school shooters have led particularly stressful lives.\u003c/p>\n\u003cp>Many, though not all, of the perpetrators have experienced childhood traumas such as physical or emotional abuse, and \u003ca href=\"https://schoolshooters.info/sites/default/files/shooters_myth_stable_home_1.15.pdf\">unstable families\u003c/a>, with violent, absent or alcoholic parents or siblings, for example. And most have experienced significant losses.\u003c/p>\n\u003cp>For example, the \u003ca href=\"https://www.npr.org/2018/02/28/589502906/a-clearer-picture-of-parkland-shooting-suspect-comes-into-focus\">defendant in the case of the Parkland, Fla., shooting\u003c/a> last year had lost his adopted mother to complications from the flu just a couple of months before the school attack. His adopted father had died when he was a little boy.\u003c/p>\n\u003cp>Feeling like an outcast at school may also play a role.\u003c/p>\n\u003cp>\"A lot of these people have felt excluded, socially left out or rejected,\" says Van Dreal. Studies show that social rejection at school is \u003ca href=\"http://www15.uta.fi/arkisto/aktk/projects/sta/Wike_2009_School-Shootings_Making_Sense-of-the-Senseless.pdf\">associated with\u003c/a> higher levels of anxiety, depression, aggression and antisocial behavior in children.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">2004 study\u003c/a> by the U.S. Secret Service and U.S. Department of Education found that nearly three-quarters of school shooters had been bullied or harassed at school.\u003c/p>\n\u003cp>Marginalized kids don't have anchors at school, says Van Dreal. \"They don't have any adult connection — no one watching out for them. Or no one knows who they are anymore.\"\u003c/p>\n\u003cp>And the absence of social support at the school, Meloy says, is a big risk factor.\u003c/p>\n\u003cp>\"People who do these kinds of targeted attacks don't feel very good about themselves, or where they're headed in their lives,\" says Van Dreal. \"They may wish someone would kill them. Or they may wish they could kill themselves.\"\u003c/p>\n\u003cp>For example, Dylan Klebold, one of the perpetrators of the Columbine shooting, had been depressed and suicidal two years prior.\u003c/p>\n\u003cp>\"About half of the school shooters I've studied have died by suicide in their attack,\" says Langman. \"It's often a mix of severe depression and anguish and desperation driving them to end their own lives.\"\u003c/p>\n\u003cp>Of course, most people who feel suicidal don't kill others.\u003c/p>\n\u003cp>So what makes a small minority of kids who have mental health issues and thoughts of suicide turn to violence and homicide?\u003c/p>\n\u003cp>Meloy and Van Dreal think it's because these individuals had been struggling alone — either because they were unable to ask for help or their cries went unheard when the adults in their lives didn't realize the child needed support.\u003c/p>\n\u003cp>\u003cstrong>When despair turns to anger and a desire for revenge\u003c/strong>\u003c/p>\n\u003cp>When someone has been struggling alone for a while and failing, their despair can turn into anger, the researchers say.\u003c/p>\n\u003cp>\"There's loss. There's humiliation. There's anger. There's blame,\" says Meloy.\u003c/p>\n\u003cp>That sort of anger can lead to homicidal thoughts, Van Dreal says.\u003c/p>\n\u003cp>They start out fantasizing about revenge, says Meloy.\u003c/p>\n\u003cp>\"So the fantasy is one where the teenager starts to identify with other individuals who have become school shooters and have used violence as a way to solve their problem,\" he says.\u003c/p>\n\u003cp>These days, Meloy adds, it's easy for a troubled kid to go online and research how previous shooters planned and executed their attacks.\u003c/p>\n\u003cp>Easy access to guns — \u003ca href=\"https://curry.virginia.edu/sites/default/files/images/YVP/Cornell%20Hearing%20Statement%203-20-18.pdf\">one of the biggest risk factors\u003c/a> — then turns these fantasies into reality.\u003c/p>\n\u003cp>Psychologists say these attacks can be prevented — they are often weeks or months in the planning.\u003c/p>\n\u003cp>The keys to prevention are to spot the earliest behavioral signs that a student is struggling, Langman says, and also to watch for signs that someone may be veering toward violence.\u003c/p>\n\u003cp>Some signs can seem obvious in hindsight. \"So, I've stopped being the kid who went to Boy Scouts, and church and loved his grandmother,\" Van Dreal says, \"and now I want to be that kid with camouflage who's isolated and attacks people and hurts them.\"\u003c/p>\n\u003cp>But sometimes, even professionals who see the signs miss their significance.\u003c/p>\n\u003cp>About a year and a half before he attacked students at Columbine High School, Dylan Klebold, who was a gifted student, started to get into trouble.\u003c/p>\n\u003cp>He and some friends hacked into his school's computer system. Then, a couple of months later, he and his friend Eric Harris broke into a van and stole some equipment. They were arrested at that point and sent to a diversion program — an alternative to jail for first-time juvenile offenders — that offered counseling and required community service.\u003c/p>\n\u003cp>\u003ca href=\"http://amothersreckoning.com/\">Sue Klebold\u003c/a>, Dylan's mother and subsequent author of the book \u003cem>A Mother's Reckoning: Living in the Aftermath of Tragedy\u003c/em>, tells NPR she was upset and concerned to see the sudden change in her son's behavior. She says she asked the diversion counselor if his behavior meant something and whether he needed a therapist. The counselor asked Dylan, and Dylan said no.\u003c/p>\n\u003cp>Sue Klebold says she never realized how deep the problem was.\u003c/p>\n\u003cp>\"The piece that I think I failed [in] is, we tend to underestimate the level of pain that someone may be in,\" Klebold tells NPR. \"We all have a responsibility to stop and think — someone we love may be suffering, may be in a crisis.\"\u003c/p>\n\u003cp>\u003cstrong>Beware pitfalls in the search for a solution\u003c/strong>\u003c/p>\n\u003cp>The solution, according to psychologists who study kids who become violent, isn't to expel or suspend a student like Dylan — though that is what happened to him in the fall of 1997, after he hacked into his school's computer system.\u003c/p>\n\u003cp>A student like that who's expelled \"can now be bored, can be isolated at home, can be living in a dysfunctional family, and can be ruminating and thinking all the time about how he's going to avenge what has happened to him,\" says Meloy.\u003c/p>\n\u003cp>Eric Harris, who was Dylan Klebold's friend and fellow killer that day at Columbine, didn't seem depressed; he was self-absorbed, lacked empathy and was prone to angry outbursts, according to those who analyzed his journals and earlier behavior.\u003c/p>\n\u003cp>While Klebold's journals were \"full of loneliness and depression,\" Langman says, the writings of Harris were \"full of narcissism and rage and rants against people — a lot of contempt.\"\u003c/p>\n\u003cp>Harris' contempt extended to himself. Significant surgeries during his early teen years to correct a \u003ca href=\"https://www.mayoclinic.org/diseases-conditions/pectus-excavatum/symptoms-causes/syc-20355483\">birth condition\u003c/a> contributed to self-loathing, \u003ca href=\"https://schoolshooters.info/sites/default/files/bio_psycho_social_1.0.pdf\">Langman's study of Harris' journal \u003c/a> suggests.\u003c/p>\n\u003cp>\"I have always hated how I looked,\" Harris wrote in his journal. \"That's where a lot of my hate grows from.\" In his last journal entry, Harris refers to himself as \"the weird looking Eric KID.\"\u003c/p>\n\u003cp>\"Anyone contemplating getting a gun and killing people needs to be seen as a person in crisis,\" says Langman. \"And that's why it's so important to reach out and connect with that individual.\"\u003c/p>\n\u003cp>Time and time again, psychologists and educators have found that surrounding a young person with the right kind of support and supervision early on can turn most away from violence.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Connecting with these students, listening to them and supporting them, getting them the help they need, these researchers say, can help prevent future attacks and make schools a safer place for all children.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Shooters%3A+What%27s+Their+Path+To+Violence%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Psychologists and the FBI say they are getting a better understanding of the mix of factors that lead some kids to open fire on a classroom. The shooting can be an act of desperation fueled by anger.","status":"publish","parent":0,"modified":1550129868,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":63,"wordCount":1812},"headData":{"title":"School Shooters: What's Their Path To Violence? | KQED","description":"Psychologists and the FBI say they are getting a better understanding of the mix of factors that lead some kids to open fire on a classroom. The shooting can be an act of desperation fueled by anger.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Shooters: What's Their Path To Violence?","datePublished":"2019-02-11T07:36:49.000Z","dateModified":"2019-02-14T07:37:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53043 https://ww2.kqed.org/mindshift/?p=53043","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/10/school-shooters-whats-their-path-to-violence/","disqusTitle":"School Shooters: What's Their Path To Violence?","nprByline":"Rhitu Chatterjee","nprImageAgency":"Ariel Davis for NPR","nprStoryId":"690372199","nprApiLink":"http://api.npr.org/query?id=690372199&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/02/10/690372199/school-shooters-whats-their-path-to-violence?ft=nprml&f=690372199","nprRetrievedStory":"1","nprPubDate":"Tue, 12 Feb 2019 20:32:00 -0500","nprStoryDate":"Sun, 10 Feb 2019 07:58:00 -0500","nprLastModifiedDate":"Wed, 13 Feb 2019 14:34:59 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/02/20190212_atc_school_shooters_whats_their_path_to_violence.mp3?orgId=1&topicId=1128&aggIds=688838187,692717472&d=369&p=2&story=690372199&ft=nprml&f=690372199","nprAudioM3u":"http://api.npr.org/m3u/1694021702-5c93ea.m3u?orgId=1&topicId=1128&aggIds=688838187,692717472&d=369&p=2&story=690372199&ft=nprml&f=690372199","audioTrackLength":370,"path":"/mindshift/53043/school-shooters-whats-their-path-to-violence","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/02/20190212_atc_school_shooters_whats_their_path_to_violence.mp3?orgId=1&topicId=1128&aggIds=688838187,692717472&d=369&p=2&story=690372199&ft=nprml&f=690372199","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to empathize with someone who carries out a school shooting. The brutality of their crimes is unspeakable. Whether the shootings were at Columbine, at Sandy Hook, or in Parkland, they have traumatized students and communities across the U.S.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.studentthreatassessment.org/contact-us\">John Van Dreal\u003c/a> understands that. He is the director of safety and risk management at Salem-Keizer Public Schools in Oregon, a state that has had its share of school shootings. In 2014, about 60 miles from Salem, where Van Dreal is based, \u003ca href=\"https://www.oregonlive.com/gresham/index.ssf/2014/06/oregon_school_shooting_troutda.html\">a 15-year-old boy\u003c/a> shot one student and a teacher at his high school before killing himself.\u003c/p>\n\u003cp>\"Someone went out of their way to target and kill children who look like our children, teachers who look like our teachers — and did it for no other reason than to hurt them,\" says Van Dreal. \"And that's very personal.\"\u003c/p>\n\u003cp>Still, Van Dreal and other psychologists and law enforcement agents do spend a lot of time thinking about what it's like to be one of these school shooters, because, they say, that is key to prevention.\u003c/p>\n\u003cp>\u003cstrong>How many school shootings?\u003c/strong>\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>Tallying up all shootings and instances of school violence is \u003ca href=\"https://www.theatlantic.com/education/archive/2018/02/another-school-shootingbut-whos-counting/553412/\"> difficult\u003c/a>, researchers say; there's no official count, and various organizations \u003ca href=\"https://www.snopes.com/news/2018/02/16/how-many-school-shootings-in-2018/\">differ in their definitions\u003c/a> of school shootings.\u003c/p>\n\u003cp>For example, an \u003ca href=\"https://www.motherjones.com/politics/2012/12/mass-shootings-mother-jones-full-data/\">open source database\u003c/a> put together by \u003cem>Mother Jones\u003c/em> suggests there have been 11 mass shootings (where four or more people died) in schools since the Columbine High School shooting in Colorado in 1999, and 134 children and adults died in those attacks.\u003c/p>\n\u003cp>Psychologists and law enforcement agencies have been analyzing how these sorts of \u003ca href=\"https://schoolshooters.info/multi-victim-school-shootings-united-states-fifty-year-review\">multivictim attacks\u003c/a> came to be, because of what they tell us about many other people who are at risk of becoming violent in schools and the ways we might intervene early, before anger becomes violence.\u003c/p>\n\u003cp>In the two decades since the Columbine High School shooting, researchers have learned a lot about school shooters. For one thing, many are themselves students, or former students, at the schools they attack. A significant majority tend to be teenagers or young adults.\u003c/p>\n\u003cp>\"There's no one thing, [but] maybe a couple of dozen different things that come together to put someone on the path to committing an act of mass violence,\" says \u003ca href=\"https://schoolshooters.info/about-dr-langman\">Peter Langman\u003c/a>, a clinical psychologist in Allentown, Pa., and the author of two books and \u003ca href=\"https://schoolshooters.info/articles/general-research\">several studies\u003c/a> about school shootings.\u003c/p>\n\u003cp>\u003cstrong>Multiple factors contribute in each case\u003c/strong>\u003c/p>\n\u003cp>Most shooters in these cases had led difficult lives, the studies find.\u003c/p>\n\u003cp>\"Adolescent school shooters, there's no question that they're struggling and there have been multiple failures in their lives,\" says \u003ca href=\"http://drreidmeloy.com/\">Reid Meloy\u003c/a>, a forensic psychologist who has consulted with the FBI.\u003c/p>\n\u003cp>Many struggle with psychological problems, Meloy says.\u003c/p>\n\u003cp>\"We know that mental health issues are very much in the mix,\" he says. \"The child might be just, you know, very depressed. We also found in one of our \u003ca href=\"http://drreidmeloy.com/wp-content/uploads/2015/12/2001_OffenderandOffe.pdf\">early studies\u003c/a> that you've got this curious combination of both depression and paranoia.\"\u003c/p>\n\u003cp>Studies by the \u003ca href=\"https://www.fbi.gov/file-repository/stats-services-publications-school-shooter-school-shooter/view\">FBI\u003c/a> and the \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">U.S. Secret Service\u003c/a> have also found that many of the shooters were feeling desperate before the event.\u003c/p>\n\u003cp>\"Whether or not they've been diagnosed, or whether or not they're severely mentally ill, something is going on that could [have been] addressed through some kind of treatment,\" says Langman.\u003c/p>\n\u003cp>But most never got that treatment.\u003c/p>\n\u003cp>\u003cstrong>The role of mental health problems\u003c/strong>\u003c/p>\n\u003cp>Mental health issues don't cause school shootings, Van Dreal emphasizes. After all, only a tiny, tiny percentage of kids with psychological issues go on to become school shooters.\u003c/p>\n\u003cp>But mental health problems are a risk factor, he says, because they can decrease one's ability to cope with other stresses. And studies have shown that most school shooters have led particularly stressful lives.\u003c/p>\n\u003cp>Many, though not all, of the perpetrators have experienced childhood traumas such as physical or emotional abuse, and \u003ca href=\"https://schoolshooters.info/sites/default/files/shooters_myth_stable_home_1.15.pdf\">unstable families\u003c/a>, with violent, absent or alcoholic parents or siblings, for example. And most have experienced significant losses.\u003c/p>\n\u003cp>For example, the \u003ca href=\"https://www.npr.org/2018/02/28/589502906/a-clearer-picture-of-parkland-shooting-suspect-comes-into-focus\">defendant in the case of the Parkland, Fla., shooting\u003c/a> last year had lost his adopted mother to complications from the flu just a couple of months before the school attack. His adopted father had died when he was a little boy.\u003c/p>\n\u003cp>Feeling like an outcast at school may also play a role.\u003c/p>\n\u003cp>\"A lot of these people have felt excluded, socially left out or rejected,\" says Van Dreal. Studies show that social rejection at school is \u003ca href=\"http://www15.uta.fi/arkisto/aktk/projects/sta/Wike_2009_School-Shootings_Making_Sense-of-the-Senseless.pdf\">associated with\u003c/a> higher levels of anxiety, depression, aggression and antisocial behavior in children.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf\">2004 study\u003c/a> by the U.S. Secret Service and U.S. Department of Education found that nearly three-quarters of school shooters had been bullied or harassed at school.\u003c/p>\n\u003cp>Marginalized kids don't have anchors at school, says Van Dreal. \"They don't have any adult connection — no one watching out for them. Or no one knows who they are anymore.\"\u003c/p>\n\u003cp>And the absence of social support at the school, Meloy says, is a big risk factor.\u003c/p>\n\u003cp>\"People who do these kinds of targeted attacks don't feel very good about themselves, or where they're headed in their lives,\" says Van Dreal. \"They may wish someone would kill them. Or they may wish they could kill themselves.\"\u003c/p>\n\u003cp>For example, Dylan Klebold, one of the perpetrators of the Columbine shooting, had been depressed and suicidal two years prior.\u003c/p>\n\u003cp>\"About half of the school shooters I've studied have died by suicide in their attack,\" says Langman. \"It's often a mix of severe depression and anguish and desperation driving them to end their own lives.\"\u003c/p>\n\u003cp>Of course, most people who feel suicidal don't kill others.\u003c/p>\n\u003cp>So what makes a small minority of kids who have mental health issues and thoughts of suicide turn to violence and homicide?\u003c/p>\n\u003cp>Meloy and Van Dreal think it's because these individuals had been struggling alone — either because they were unable to ask for help or their cries went unheard when the adults in their lives didn't realize the child needed support.\u003c/p>\n\u003cp>\u003cstrong>When despair turns to anger and a desire for revenge\u003c/strong>\u003c/p>\n\u003cp>When someone has been struggling alone for a while and failing, their despair can turn into anger, the researchers say.\u003c/p>\n\u003cp>\"There's loss. There's humiliation. There's anger. There's blame,\" says Meloy.\u003c/p>\n\u003cp>That sort of anger can lead to homicidal thoughts, Van Dreal says.\u003c/p>\n\u003cp>They start out fantasizing about revenge, says Meloy.\u003c/p>\n\u003cp>\"So the fantasy is one where the teenager starts to identify with other individuals who have become school shooters and have used violence as a way to solve their problem,\" he says.\u003c/p>\n\u003cp>These days, Meloy adds, it's easy for a troubled kid to go online and research how previous shooters planned and executed their attacks.\u003c/p>\n\u003cp>Easy access to guns — \u003ca href=\"https://curry.virginia.edu/sites/default/files/images/YVP/Cornell%20Hearing%20Statement%203-20-18.pdf\">one of the biggest risk factors\u003c/a> — then turns these fantasies into reality.\u003c/p>\n\u003cp>Psychologists say these attacks can be prevented — they are often weeks or months in the planning.\u003c/p>\n\u003cp>The keys to prevention are to spot the earliest behavioral signs that a student is struggling, Langman says, and also to watch for signs that someone may be veering toward violence.\u003c/p>\n\u003cp>Some signs can seem obvious in hindsight. \"So, I've stopped being the kid who went to Boy Scouts, and church and loved his grandmother,\" Van Dreal says, \"and now I want to be that kid with camouflage who's isolated and attacks people and hurts them.\"\u003c/p>\n\u003cp>But sometimes, even professionals who see the signs miss their significance.\u003c/p>\n\u003cp>About a year and a half before he attacked students at Columbine High School, Dylan Klebold, who was a gifted student, started to get into trouble.\u003c/p>\n\u003cp>He and some friends hacked into his school's computer system. Then, a couple of months later, he and his friend Eric Harris broke into a van and stole some equipment. They were arrested at that point and sent to a diversion program — an alternative to jail for first-time juvenile offenders — that offered counseling and required community service.\u003c/p>\n\u003cp>\u003ca href=\"http://amothersreckoning.com/\">Sue Klebold\u003c/a>, Dylan's mother and subsequent author of the book \u003cem>A Mother's Reckoning: Living in the Aftermath of Tragedy\u003c/em>, tells NPR she was upset and concerned to see the sudden change in her son's behavior. She says she asked the diversion counselor if his behavior meant something and whether he needed a therapist. The counselor asked Dylan, and Dylan said no.\u003c/p>\n\u003cp>Sue Klebold says she never realized how deep the problem was.\u003c/p>\n\u003cp>\"The piece that I think I failed [in] is, we tend to underestimate the level of pain that someone may be in,\" Klebold tells NPR. \"We all have a responsibility to stop and think — someone we love may be suffering, may be in a crisis.\"\u003c/p>\n\u003cp>\u003cstrong>Beware pitfalls in the search for a solution\u003c/strong>\u003c/p>\n\u003cp>The solution, according to psychologists who study kids who become violent, isn't to expel or suspend a student like Dylan — though that is what happened to him in the fall of 1997, after he hacked into his school's computer system.\u003c/p>\n\u003cp>A student like that who's expelled \"can now be bored, can be isolated at home, can be living in a dysfunctional family, and can be ruminating and thinking all the time about how he's going to avenge what has happened to him,\" says Meloy.\u003c/p>\n\u003cp>Eric Harris, who was Dylan Klebold's friend and fellow killer that day at Columbine, didn't seem depressed; he was self-absorbed, lacked empathy and was prone to angry outbursts, according to those who analyzed his journals and earlier behavior.\u003c/p>\n\u003cp>While Klebold's journals were \"full of loneliness and depression,\" Langman says, the writings of Harris were \"full of narcissism and rage and rants against people — a lot of contempt.\"\u003c/p>\n\u003cp>Harris' contempt extended to himself. Significant surgeries during his early teen years to correct a \u003ca href=\"https://www.mayoclinic.org/diseases-conditions/pectus-excavatum/symptoms-causes/syc-20355483\">birth condition\u003c/a> contributed to self-loathing, \u003ca href=\"https://schoolshooters.info/sites/default/files/bio_psycho_social_1.0.pdf\">Langman's study of Harris' journal \u003c/a> suggests.\u003c/p>\n\u003cp>\"I have always hated how I looked,\" Harris wrote in his journal. \"That's where a lot of my hate grows from.\" In his last journal entry, Harris refers to himself as \"the weird looking Eric KID.\"\u003c/p>\n\u003cp>\"Anyone contemplating getting a gun and killing people needs to be seen as a person in crisis,\" says Langman. \"And that's why it's so important to reach out and connect with that individual.\"\u003c/p>\n\u003cp>Time and time again, psychologists and educators have found that surrounding a young person with the right kind of support and supervision early on can turn most away from violence.\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>Connecting with these students, listening to them and supporting them, getting them the help they need, these researchers say, can help prevent future attacks and make schools a safer place for all children.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Shooters%3A+What%27s+Their+Path+To+Violence%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53043/school-shooters-whats-their-path-to-violence","authors":["byline_mindshift_53043"],"categories":["mindshift_192"],"tags":["mindshift_20865","mindshift_20568","mindshift_21049","mindshift_486","mindshift_21208"],"featImg":"mindshift_53044","label":"mindshift"},"mindshift_52845":{"type":"posts","id":"mindshift_52845","meta":{"index":"posts_1591205157","site":"mindshift","id":"52845","score":null,"sort":[1547110230000]},"guestAuthors":[],"slug":"virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","title":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","publishDate":1547110230,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After the 2016 presidential election, teachers across the country reported they were seeing increased name-calling and bullying in their classrooms. Now, \u003ca href=\"https://www.aera.net/Newsroom/School-Teasing-and-Bullying-After-the-Presidential-Election\">research \u003c/a>shows that those stories — at least in one state — are confirmed by student surveys.\u003c/p>\n\u003cp>Francis Huang of the University of Missouri and Dewey Cornell of the University of Virginia used data from a school climate survey taken by over 150,000 students across Virginia. They looked at student responses to questions about bullying and teasing from 2015 and 2017. Their findings were published Wednesday in \u003cem>Educational Researcher\u003c/em>, a peer-reviewed journal of the American Educational Research Association.\u003c/p>\n\u003cp>In the 2017 responses, Huang and Cornell found higher rates of bullying and certain types of teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.\u003c/p>\n\u003cp>Seventh- and eighth-graders in areas that favored Trump reported bullying rates in spring 2017 that were 18 percent higher than students living in areas that went for Clinton. They were also 9 percent more likely to report that kids at their schools were teased because of their race or ethnicity.\u003c/p>\n\u003cp>In the 2015 data, there were \"no meaningful differences\" in those findings across communities, the researchers wrote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These findings come at a time when school bullying rates nationally have remained relatively flat, according to \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trendsreport.pdf\">the Centers for Disease Control and Prevention\u003c/a>. Findings from the CDC's Youth Risk Behavior Survey show that about 1 in 5 students were bullied at school in 2017.\u003c/p>\n\u003cp>Huang, an associate professor of education, says the overall stable number fits with the state-level findings from his research with Cornell: While bullying rates in areas of Virginia that voted Republican went up in 2017, rates went down in places that favored Clinton.\u003c/p>\n\u003cp>\"If, in one area, bullying rates go up, and, in another area, your bullying rates go down, what do you get?\" he asks. \"You get an average of no change.\"\u003c/p>\n\u003cp>The researchers took pains to note that their research does not conclude that President Trump's election caused an increase in bullying. Instead, they found a correlation between voter preference and bullying, and they observed teasing across one state.\u003c/p>\n\u003cp>Their findings could lend credence to the anecdotal reports from teachers around the country after the election, says Dorothy Espelage, a psychology professor at the University of Florida who researches bullying and school safety in middle and high schools.\u003c/p>\n\u003cp>\"Anybody that's in the schools is picking up on this,\" she says. \"You don't have to be a psychologist or a sociologist to understand that if these conversations are happening on the TV and at the dinner table that these kids will take this perspective and they're going to play out in the schools.\"\u003c/p>\n\u003cp>A \u003ca href=\"https://static1.squarespace.com/static/5ba15befec4eb7899898240d/t/5ba2728470a6adc9298cc644/1537372814921/CN_Stop_Bullying_Survey_Report_FINAL%281%29.pdf\">nationally representative survey conducted in the fall of 2017\u003c/a> showed that just 14 percent of 9- to 11-year-olds believe that the country's leaders model how to treat others with kindness — and 70 percent said it would help kids their age to be kinder if adults in charge of the country set a better example.\u003c/p>\n\u003cp>\"Parents should be mindful of how their reactions to the presidential election, or the reactions of others, could influence their children,\" Cornell, a psychologist and professor of education at UVA, said in a statement. \"And politicians should be mindful of the potential impact of their campaign rhetoric and behavior on their supporters and indirectly on youth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Regardless of where and how it happens, adds Francis Huang, \"bullying is something that can still be addressed and brought down in schools.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Virginia+Study+Finds+Increased+School+Bullying+In+Areas+That+Voted+For+Trump&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers found higher rates of bullying and certain teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.","status":"publish","parent":0,"modified":1547110230,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":607},"headData":{"title":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump | KQED","description":"Researchers found higher rates of bullying and certain teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","datePublished":"2019-01-10T08:50:30.000Z","dateModified":"2019-01-10T08:50:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52845 https://ww2.kqed.org/mindshift/?p=52845","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/10/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump/","disqusTitle":"Virginia Study Finds Increased School Bullying In Areas That Voted For Trump","nprByline":"Clare Lombardo","nprImageAgency":"Ryan Johnson for NPR","nprStoryId":"683177489","nprApiLink":"http://api.npr.org/query?id=683177489&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/09/683177489/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump?ft=nprml&f=683177489","nprRetrievedStory":"1","nprPubDate":"Wed, 09 Jan 2019 16:35:00 -0500","nprStoryDate":"Wed, 09 Jan 2019 15:32:03 -0500","nprLastModifiedDate":"Wed, 09 Jan 2019 16:35:53 -0500","path":"/mindshift/52845/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After the 2016 presidential election, teachers across the country reported they were seeing increased name-calling and bullying in their classrooms. Now, \u003ca href=\"https://www.aera.net/Newsroom/School-Teasing-and-Bullying-After-the-Presidential-Election\">research \u003c/a>shows that those stories — at least in one state — are confirmed by student surveys.\u003c/p>\n\u003cp>Francis Huang of the University of Missouri and Dewey Cornell of the University of Virginia used data from a school climate survey taken by over 150,000 students across Virginia. They looked at student responses to questions about bullying and teasing from 2015 and 2017. Their findings were published Wednesday in \u003cem>Educational Researcher\u003c/em>, a peer-reviewed journal of the American Educational Research Association.\u003c/p>\n\u003cp>In the 2017 responses, Huang and Cornell found higher rates of bullying and certain types of teasing in areas where voters favored Donald Trump over Hillary Clinton in the 2016 election.\u003c/p>\n\u003cp>Seventh- and eighth-graders in areas that favored Trump reported bullying rates in spring 2017 that were 18 percent higher than students living in areas that went for Clinton. They were also 9 percent more likely to report that kids at their schools were teased because of their race or ethnicity.\u003c/p>\n\u003cp>In the 2015 data, there were \"no meaningful differences\" in those findings across communities, the researchers wrote.\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>These findings come at a time when school bullying rates nationally have remained relatively flat, according to \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trendsreport.pdf\">the Centers for Disease Control and Prevention\u003c/a>. Findings from the CDC's Youth Risk Behavior Survey show that about 1 in 5 students were bullied at school in 2017.\u003c/p>\n\u003cp>Huang, an associate professor of education, says the overall stable number fits with the state-level findings from his research with Cornell: While bullying rates in areas of Virginia that voted Republican went up in 2017, rates went down in places that favored Clinton.\u003c/p>\n\u003cp>\"If, in one area, bullying rates go up, and, in another area, your bullying rates go down, what do you get?\" he asks. \"You get an average of no change.\"\u003c/p>\n\u003cp>The researchers took pains to note that their research does not conclude that President Trump's election caused an increase in bullying. Instead, they found a correlation between voter preference and bullying, and they observed teasing across one state.\u003c/p>\n\u003cp>Their findings could lend credence to the anecdotal reports from teachers around the country after the election, says Dorothy Espelage, a psychology professor at the University of Florida who researches bullying and school safety in middle and high schools.\u003c/p>\n\u003cp>\"Anybody that's in the schools is picking up on this,\" she says. \"You don't have to be a psychologist or a sociologist to understand that if these conversations are happening on the TV and at the dinner table that these kids will take this perspective and they're going to play out in the schools.\"\u003c/p>\n\u003cp>A \u003ca href=\"https://static1.squarespace.com/static/5ba15befec4eb7899898240d/t/5ba2728470a6adc9298cc644/1537372814921/CN_Stop_Bullying_Survey_Report_FINAL%281%29.pdf\">nationally representative survey conducted in the fall of 2017\u003c/a> showed that just 14 percent of 9- to 11-year-olds believe that the country's leaders model how to treat others with kindness — and 70 percent said it would help kids their age to be kinder if adults in charge of the country set a better example.\u003c/p>\n\u003cp>\"Parents should be mindful of how their reactions to the presidential election, or the reactions of others, could influence their children,\" Cornell, a psychologist and professor of education at UVA, said in a statement. \"And politicians should be mindful of the potential impact of their campaign rhetoric and behavior on their supporters and indirectly on youth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Regardless of where and how it happens, adds Francis Huang, \"bullying is something that can still be addressed and brought down in schools.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Virginia+Study+Finds+Increased+School+Bullying+In+Areas+That+Voted+For+Trump&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52845/virginia-study-finds-increased-school-bullying-in-areas-that-voted-for-trump","authors":["byline_mindshift_52845"],"categories":["mindshift_194"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_486"],"featImg":"mindshift_52846","label":"mindshift"},"mindshift_50777":{"type":"posts","id":"mindshift_50777","meta":{"index":"posts_1591205157","site":"mindshift","id":"50777","score":null,"sort":[1521091337000]},"guestAuthors":[],"slug":"how-to-find-a-school-your-kids-will-love-and-that-you-will-too","title":"How To Find A School Your Kids Will Love (And That You Will, Too)","publishDate":1521091337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","status":"publish","parent":0,"modified":1521091337,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1397},"headData":{"title":"How To Find A School Your Kids Will Love (And That You Will, Too) | KQED","description":"As a parent, how can you tell if a school is good? An education expert, known for his wildly popular TED talk, is out with a new book that helps parents navigate the choices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Find A School Your Kids Will Love (And That You Will, Too)","datePublished":"2018-03-15T05:22:17.000Z","dateModified":"2018-03-15T05:22:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50777 https://ww2.kqed.org/mindshift/?p=50777","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/14/how-to-find-a-school-your-kids-will-love-and-that-you-will-too/","disqusTitle":"How To Find A School Your Kids Will Love (And That You Will, Too)","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"592860859","nprApiLink":"http://api.npr.org/query?id=592860859&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/14/592860859/how-to-find-a-school-your-kids-will-love-and-that-you-will-too?ft=nprml&f=592860859","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Mar 2018 11:31:00 -0400","nprStoryDate":"Wed, 14 Mar 2018 06:02:12 -0400","nprLastModifiedDate":"Wed, 14 Mar 2018 11:31:53 -0400","path":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Creativity now is as important in education as literacy, and we should treat it with the same status.\" That's one of the many quotes that has made Sir Ken Robinson's 2006 lecture on rethinking the nation's schools become one of the most popular TED talks — with more than 50 million views.\u003c/p>\n\u003cp>Over the past two decades, Robinson, an author, consultant and former education professor, has argued, among other things, that dance might be more important than math (though, he admits, both are important). And that our system of education is more like a fast food chain — robotic, formalized and industrial.\u003c/p>\n\u003cp>In his new book, \u003cem>You, Your Child, and School: Navigate Your Way to the Best Education,\u003c/em> Robinson takes his ideas about what a school should be and translates them into specific things parents can look for. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>It can be hard to connect these big ideas — like how schools should be more creative — to when you, as a parent, go on a school visit. What are a couple of the things parents should keep an eye out for when they are in a new school? \u003c/strong>\u003c/p>\n\u003cp>There's so much pressure for them to believe that a good school is defined by high test scores and high rates of entrance to college and university, but there's a lot more to education than that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/593291564/you-your-child-and-school-navigate-your-way-to-the-best-education\">\u003cimg class=\"alignright size-full wp-image-50791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Ken-Robinson-e1521091053125.jpg\" alt=\"\" width=\"250\" height=\"378\">\u003c/a>One of the things to look at is the balance of the curriculum — which in shorthand is what it is we want kids to learn, and learn from. You want to make sure that there is a real balance and dynamism in the school curriculum. Testing tends to focus schools, for understandable reasons, on the areas on which they themselves are going to be judged politically. So there's been a narrowing of the curriculum in many areas. We've seen a reduction in things like arts programs, in recess, in practical vocational programs, because they're not subject to these tests. The emphasis on STEM — science technology engineering and math — they're very important. But the arts, the humanities, physical education, are just as important. So that's the first thing. I always encourage parents to take a look at the curriculum.\u003c/p>\n\u003cp>Also look at the quality of teaching, that's the next thing. Assessment is important, it's a vital part of education and testing can have some constructive and important roles in it. It's about the balance. It's about asking what assessment's for, and it should ideally be there to support, encourage and inform children's development and achievement.\u003c/p>\n\u003cp>And then the other is the physical environment of the school. Look at what's on the walls. Is there kids' work on the walls? Exhibitions? That also taps into the overall culture — you know, what sort of values are school promoting and how closely does it work with parents and the broader community? I think these are all reasonable criteria for the health and vitality of a school.\u003c/p>\n\u003cp>\u003cstrong>When looking at a school culture, there are two themes that stick out in your talks and your books. 1: Not being afraid of mistakes. 2: Experimentation to find your passion, to play around and to try new things.\u003c/strong>\u003c/p>\n\u003cp>Trial and error, making mistakes, not getting it, is a natural part of learning and living. And it's a great tragedy I think that the pressure of testing and certain teaching patterns makes children afraid to make mistakes. They become embarrassed if they, say, make a mistake in front of their classmates or if they get a lower grade. They think that they're stupid or dumb for having done it. And it can be something that lives with you for a long time.\u003c/p>\n\u003cp>We're all of us a unique amalgam of our genetic inheritance and the experiences that we have along the way that our dispositions encourage us to have. And part of the role of parents is to understand and not be fearful of that diversity and to try and provide for it differently insofar as you can. And that's something I'm encouraging schools to do as well.\u003c/p>\n\u003cp>It seems to be such an obvious thing to do, that human life is as diverse and as marked by variety as the natural world around us. And if we try to homogenize our kids by offering them a single measured form of education, inevitably we're going to marginalize the talents of most of them.\u003c/p>\n\u003cp>\u003cstrong>The more you understand your own child, the more you can see what they need and then look for that in schools. \u003c/strong>\u003c/p>\n\u003cp>That's really what it is. And for parents, there's nothing more important than their relationship with their children and vice versa. School is a major influence that can enhance it or come between them. And I think if parents can be better informed, encouraged, be given a sense of their options and choices, and also understand more about what their kids are going through — both in school and on the way to it and on the way back from it and be encouraged to think differently about that, then hopefully they'll be able to come to a clearer understanding of the best way of handling it and in the case of their own family.\u003c/p>\n\u003cp>\u003cstrong>I read this book almost as a little bit of a love letter to public schools. Am I off there?\u003c/strong>\u003c/p>\n\u003cp>I think that we should be defending our public schools.\u003c/p>\n\u003cp>Public systems of education have been deeply influential and for many people liberating experiences. I owe everything I do to having gone through the public system of education in the U.K.\u003c/p>\n\u003cp>For the vast majority of kids — I mean the overwhelming majority of kids in Europe, the U.K., here — public education, as I say, isn't their best shot, it's their only shot. Many parents simply can't afford to go private and it's very unlikely anytime soon they would be able to. And there's no reason why a well-funded, well-supported, properly understood system of public education shouldn't meet all the needs that we have in mind.\u003c/p>\n\u003cp>There's an assumption out there that somehow charter schools are inherently better or independent schools are inherently better than well-supported public schools and they're not. I mean there are plenty of really wonderful public schools and plenty of really rather dreary charter schools and uninspiring independent schools too.\u003c/p>\n\u003cp>You know, there are better ways of encouraging, supporting and enabling a healthy system of public education than the ones we've had. All the money that gets spent on testing will be much better invested in the professional development of teachers. A lot of it would be much better invested in improving facilities at schools. A lot of it would be much better invested in creating partnerships with cultural and business organizations in local areas.\u003c/p>\n\u003cp>\u003cstrong>Do you think we've seen the error of our ways? Do you feel that there is some peel-back on testing?\u003c/strong>\u003c/p>\n\u003cp>I think yes, there are changes happening. One of the reasons that testing is being rolled back in some areas is partly because parents have organized and said that we've had this. And teachers, too. And that's also part of what I'm saying about schools, is that there is more room for change in the system than people realize. It isn't a question of lobbying Congress and not doing anything until they pass new legislation. There's an awful lot you can get on and be doing in the interstices of the current system. A lot of things that go on in schools are not a matter of a legal requirement, they're just habits that we fall into and they can be shifted. It's why there are so many good schools out there already doing 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>As a parent, you have an interest, and you have a role, and you have some influence and power. And like all the influence and power you need to understand what is and to use it responsibly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Find+A+School+Your+Kids+Will+Love+%28And+That+You+Will%2C+Too%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50777/how-to-find-a-school-your-kids-will-love-and-that-you-will-too","authors":["byline_mindshift_50777"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_238","mindshift_883"],"featImg":"mindshift_50778","label":"mindshift"},"mindshift_50580":{"type":"posts","id":"mindshift_50580","meta":{"index":"posts_1591205157","site":"mindshift","id":"50580","score":null,"sort":[1519635511000]},"guestAuthors":[],"slug":"making-comfort-dogs-an-everyday-part-of-school","title":"Making Comfort Dogs an Everyday Part of School","publishDate":1519635511,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Cameron is no ordinary dog, and not just because he was born on Valentine’s Day. To Maggie, a first-grader at Burgundy Farm Country Day School, the Labrador/terrier mix with chestnut-brown eyes and “really fluffy” black hair who spends most days on campus is more like a friend. When Cameron is near, Maggie feels “really, really, happy,” she said. “I feel safe around him,” she added. “He’ll lay down and ask me to scratch his tummy,” she explained, because Cameron likes Maggie.\u003c/p>\n\u003cp>Cameron is one of a handful of dogs at Burgundy, a K-8 private day school in Alexandria, Virginia. Dogs started showing up there when the head of school, Jeff Sindler, brought his lumbering lab, Luke, to the main office building where Sindler works. After Luke died, Sindler adopted Cameron and brought him to campus, too, where the dog Maggie describes as “really cute” became a school favorite.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” Sindler said. “They just want to be loved—equal opportunity,” he added. Cameron and the other dogs on campus—always on a leash and with their owner—go a long way toward improving students’ social and emotional well-being, he said: They reduce tension and soothe anxiety, and elicit happy feelings from students.\u003c/p>\n\u003cfigure id=\"attachment_50657\" class=\"wp-caption alignnone\" style=\"max-width: 453px\">\u003cimg class=\"wp-image-50657 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Cameron-CC.png\" alt=\"\" width=\"453\" height=\"293\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC.png 453w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-240x155.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-375x243.png 375w\" sizes=\"(max-width: 453px) 100vw, 453px\">\u003cfigcaption class=\"wp-caption-text\">Cameron is one of several dogs at Burgundy Farm Country Day school in Alexandria, Virginia. He waits for visitors at the top of the stairs that lead to the main office. \u003ccite>(Courtesy of Meghan Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They bring out some super-basic and important emotions,” he said, and are especially helpful for children and adults who struggle in social interactions. Just as important, dogs on school grounds set a positive, welcoming tone. They help preserve the school climate that Sindler believes Burgundy embodies: one that is accepting, supportive and curious. “Dogs are one way to hold on to that atmosphere,” Sindler said, adding that “schools should be fun and exciting, and dogs can be a big part of that.”\u003c/p>\n\u003cp>According to research \u003ca href=\"https://iilab.yale.edu/\">carried\u003c/a> out at the Yale Innovative Interactions Lab, there is something distinctive about dogs that makes them so companionable. Unlike cats, \u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2018/01/22/fur-and-fury-at-40000-feet-as-more-people-bring-animals-on-planes/?utm_term=.a14aa02992c3\">parakeets\u003c/a> or \u003ca href=\"https://www.washingtonpost.com/opinions/a-snake-on-a-plane-for-emotional-support/2018/02/07/3931607c-0b69-11e8-8b0d-891602206fb7_story.html?utm_term=.50b92fb9f436\">snakes,\u003c/a> dogs have \u003ca href=\"https://phys.org/news/2013-05-dogs-domesticated-earlier-thought.html\">co-evolved\u003c/a> with humans for about 30,000 years, prompting them to develop skills that make them adept at understanding social and emotional cues from humans. Dogs make eye contact, for example. They follow where a person points. When frightened, they seek comfort from humans. And according to Yale researcher Molly Crossman, who studies how humans interact with dogs, “there is encouraging, preliminary evidence that dogs might reduce stress.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.usatoday.com/story/news/nation-now/2017/03/28/hospital-full-time-comfort-dog/99727894/\">Hospitals\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyg.12159/full\">nursing homes\u003c/a>, \u003ca href=\"http://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2017/06/26/canines-helping-out-in-the-courtroom\">courthouses\u003c/a>, \u003ca href=\"https://www.nbcnews.com/feature/college-game-plan/campus-therapy-dogs-offer-helping-paw-stressed-students-n556576\">colleges and universities\u003c/a>, and other groups have pounced on such studies and brought in dogs and other animals as a way to reduce stress among their populations. But there’s one large cohort that’s usually excluded from the canine influx: children in public schools. With the exception of service and police dogs, and the occasional visit from a designated “\u003ca href=\"http://newyorktherapyanimals.org/r-e-a-d/\">reading\u003c/a>” dog, ordinary dogs are largely absent from public schools. Many towns pass ordinances that forbid dogs from even stepping on school property, let alone taking up residence in the guidance department or principal’s office. Some school districts enact no-dogs rules to protect children who are afraid of or allergic to the animals and to keep school property free of dog waste.\u003c/p>\n\u003cp>But a new program started in New York City that incorporates dogs in ordinary classrooms may be challenging the no-dogs rule. \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2017-2018/ComfortDogExpansion.htm\">The Comfort Dog Pilot Program\u003c/a>, launched in fall 2016 by the Department of Education, pairs select dogs from the North Shore Animal League America with participating New York City schools. Begun as a pilot with seven schools, the program expanded at the start of the 2017 school year to include a total of 42 varied elementary, middle and high schools. Chancellor of City Schools Carmen Fariña gave the go-ahead for the idea when a fifth-grade boy from Queens made the suggestion. In addition to offering ordinary comfort, some of the dogs are deployed in teachers’ lesson plans to encourage empathy, cooperation and decision-making as part of the \u003ca href=\"http://education.muttigrees.org/how-does-it-work\">Mutt-i-grees Curriculum\u003c/a>.\u003c/p>\n\u003cp>“It’s an innovative approach to social-emotional learning,” said Miranda Barbot, a spokeswoman at the NYC education department who is familiar with the program.\u003c/p>\n\u003cfigure id=\"attachment_50655\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-960x1280.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-240x320.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-375x500.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-520x693.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Several people at Abraham Lincoln High School in Brooklyn stop to pet Nina in the hallway. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nina is a 9-month-old boxer/beagle mix with a toffee-colored coat and a distinctive underbite. Rescued from a kill shelter in Virginia, she made her way up to New York and now trots off most days to \u003ca href=\"http://schools.nyc.gov/schoolportals/21/k410/default.htm\">Abraham Lincoln High School\u003c/a> in Brooklyn with Dave Robinson, an assistant principal there who adopted her. Robinson and school principal Ari A. Hoogenboom applied to the Comfort Dog Program when they heard how well it had worked in elementary and middle schools around the city. “Our attitude was, if something’s good, let’s do it here,” Hoogenboom said. Abraham Lincoln High School educates some 2,000 kids from various backgrounds and is the only large high school in New York with a comfort dog.\u003c/p>\n\u003cp>Hoogenboom recognized that some teenagers might not want to interact with Nina, either because of allergies, fear or a cultural inhibition. Before bringing in Nina, he sent all parents a “positive option letter” that they had to sign before their child could interact with her. Having a dog in school requires sensitivity to faculty, too, Hoogenboom said.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>Nina gets to work early. In the morning, she holds office hours (with Robinson) so that students can drop in for impromptu social visits. After lunch, she spends two hours in counseling sessions with small groups of kids, where she “does the basic stuff,” Robinson said: wags her tail, looks at students with her doe-like eyes and exudes indiscriminate affection. Hoogenboom and Robinson said she has had a positive effect on both students and teachers. Attendance at counseling sessions has picked up because kids want to see Nina, and her presence in the meetings gets students to talk more openly. She has helped kids in crisis, offering elemental comfort that humans could not provide. And she sets a welcoming tone at school that has proved helpful in lowering tension.\u003c/p>\n\u003cp>“We’ve had instances with students who were agitated and about to get in a conflict, and she helped bring them down from 10 to 0,” Robinson said.\u003c/p>\n\u003cfigure id=\"attachment_50656\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-50656 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png\" alt=\"\" width=\"1920\" height=\"2286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-800x953.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-768x914.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1020x1214.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1180x1405.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-960x1143.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-240x286.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-375x446.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-520x619.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nina with principal Ari Hoogenboom. \u003ccite>(Courtesy of Dave Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sindler has observed similar reactions to his dogs, not only with the children at Burgundy but also among students at a year-round school in Baltimore where he used to work. Children there often came from challenging backgrounds: Many lived in poverty, or had to travel through dangerous neighborhoods to get to school, or shared a too-crowded home. When these emotionally needy children encountered Luke, Sindler’s benevolent Labrador, they relaxed and were more prepared to learn. The dog seemed to fill unmet emotional needs. For children whose primary experiences with dogs had been limited to frightening confrontations involving growling and teeth, the interactions with Luke also softened their perception of animals. For Sindler, including Luke was all part of an effort to create a safe environment where learning could flourish.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Crossman from Yale is careful to point out that public enthusiasm for the efficacy of dogs as support animals far outstrips actual evidence that canines do in fact ease anxiety. Dog-crazy humans are so hopelessly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29023782\">partial\u003c/a> to the animals that they might perceive emotional benefits that do not exist. Further research is needed, she said. But many students and teachers swear by them. If by some decree all dogs were forced to leave campus, something special would be lost, said Max, an eighth-grader at Burgundy who is especially happy when the math teacher’s dog lopes around during exams.\u003c/p>\n\n","blocks":[],"excerpt":"Some schools, including a public high school in New York City, are embracing a program that allows comfort dogs on campus. Educators say the dogs' regular presence helps soothe students and lighten the mood. ","status":"publish","parent":0,"modified":1579712157,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1390},"headData":{"title":"Making Comfort Dogs an Everyday Part of School | KQED","description":"Some schools, including a public high school in New York City, are embracing a program that allows comfort dogs on campus. Educators say the dogs' regular presence helps soothe students and lighten the mood. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Comfort Dogs an Everyday Part of School","datePublished":"2018-02-26T08:58:31.000Z","dateModified":"2020-01-22T16:55:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50580 https://ww2.kqed.org/mindshift/?p=50580","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/26/making-comfort-dogs-an-everyday-part-of-school/","disqusTitle":"Making Comfort Dogs an Everyday Part of School","path":"/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cameron is no ordinary dog, and not just because he was born on Valentine’s Day. To Maggie, a first-grader at Burgundy Farm Country Day School, the Labrador/terrier mix with chestnut-brown eyes and “really fluffy” black hair who spends most days on campus is more like a friend. When Cameron is near, Maggie feels “really, really, happy,” she said. “I feel safe around him,” she added. “He’ll lay down and ask me to scratch his tummy,” she explained, because Cameron likes Maggie.\u003c/p>\n\u003cp>Cameron is one of a handful of dogs at Burgundy, a K-8 private day school in Alexandria, Virginia. Dogs started showing up there when the head of school, Jeff Sindler, brought his lumbering lab, Luke, to the main office building where Sindler works. After Luke died, Sindler adopted Cameron and brought him to campus, too, where the dog Maggie describes as “really cute” became a school favorite.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” Sindler said. “They just want to be loved—equal opportunity,” he added. Cameron and the other dogs on campus—always on a leash and with their owner—go a long way toward improving students’ social and emotional well-being, he said: They reduce tension and soothe anxiety, and elicit happy feelings from students.\u003c/p>\n\u003cfigure id=\"attachment_50657\" class=\"wp-caption alignnone\" style=\"max-width: 453px\">\u003cimg class=\"wp-image-50657 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Cameron-CC.png\" alt=\"\" width=\"453\" height=\"293\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC.png 453w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-240x155.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-375x243.png 375w\" sizes=\"(max-width: 453px) 100vw, 453px\">\u003cfigcaption class=\"wp-caption-text\">Cameron is one of several dogs at Burgundy Farm Country Day school in Alexandria, Virginia. He waits for visitors at the top of the stairs that lead to the main office. \u003ccite>(Courtesy of Meghan Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They bring out some super-basic and important emotions,” he said, and are especially helpful for children and adults who struggle in social interactions. Just as important, dogs on school grounds set a positive, welcoming tone. They help preserve the school climate that Sindler believes Burgundy embodies: one that is accepting, supportive and curious. “Dogs are one way to hold on to that atmosphere,” Sindler said, adding that “schools should be fun and exciting, and dogs can be a big part of that.”\u003c/p>\n\u003cp>According to research \u003ca href=\"https://iilab.yale.edu/\">carried\u003c/a> out at the Yale Innovative Interactions Lab, there is something distinctive about dogs that makes them so companionable. Unlike cats, \u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2018/01/22/fur-and-fury-at-40000-feet-as-more-people-bring-animals-on-planes/?utm_term=.a14aa02992c3\">parakeets\u003c/a> or \u003ca href=\"https://www.washingtonpost.com/opinions/a-snake-on-a-plane-for-emotional-support/2018/02/07/3931607c-0b69-11e8-8b0d-891602206fb7_story.html?utm_term=.50b92fb9f436\">snakes,\u003c/a> dogs have \u003ca href=\"https://phys.org/news/2013-05-dogs-domesticated-earlier-thought.html\">co-evolved\u003c/a> with humans for about 30,000 years, prompting them to develop skills that make them adept at understanding social and emotional cues from humans. Dogs make eye contact, for example. They follow where a person points. When frightened, they seek comfort from humans. And according to Yale researcher Molly Crossman, who studies how humans interact with dogs, “there is encouraging, preliminary evidence that dogs might reduce stress.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usatoday.com/story/news/nation-now/2017/03/28/hospital-full-time-comfort-dog/99727894/\">Hospitals\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyg.12159/full\">nursing homes\u003c/a>, \u003ca href=\"http://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2017/06/26/canines-helping-out-in-the-courtroom\">courthouses\u003c/a>, \u003ca href=\"https://www.nbcnews.com/feature/college-game-plan/campus-therapy-dogs-offer-helping-paw-stressed-students-n556576\">colleges and universities\u003c/a>, and other groups have pounced on such studies and brought in dogs and other animals as a way to reduce stress among their populations. But there’s one large cohort that’s usually excluded from the canine influx: children in public schools. With the exception of service and police dogs, and the occasional visit from a designated “\u003ca href=\"http://newyorktherapyanimals.org/r-e-a-d/\">reading\u003c/a>” dog, ordinary dogs are largely absent from public schools. Many towns pass ordinances that forbid dogs from even stepping on school property, let alone taking up residence in the guidance department or principal’s office. Some school districts enact no-dogs rules to protect children who are afraid of or allergic to the animals and to keep school property free of dog waste.\u003c/p>\n\u003cp>But a new program started in New York City that incorporates dogs in ordinary classrooms may be challenging the no-dogs rule. \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2017-2018/ComfortDogExpansion.htm\">The Comfort Dog Pilot Program\u003c/a>, launched in fall 2016 by the Department of Education, pairs select dogs from the North Shore Animal League America with participating New York City schools. Begun as a pilot with seven schools, the program expanded at the start of the 2017 school year to include a total of 42 varied elementary, middle and high schools. Chancellor of City Schools Carmen Fariña gave the go-ahead for the idea when a fifth-grade boy from Queens made the suggestion. In addition to offering ordinary comfort, some of the dogs are deployed in teachers’ lesson plans to encourage empathy, cooperation and decision-making as part of the \u003ca href=\"http://education.muttigrees.org/how-does-it-work\">Mutt-i-grees Curriculum\u003c/a>.\u003c/p>\n\u003cp>“It’s an innovative approach to social-emotional learning,” said Miranda Barbot, a spokeswoman at the NYC education department who is familiar with the program.\u003c/p>\n\u003cfigure id=\"attachment_50655\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-960x1280.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-240x320.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-375x500.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-520x693.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Several people at Abraham Lincoln High School in Brooklyn stop to pet Nina in the hallway. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nina is a 9-month-old boxer/beagle mix with a toffee-colored coat and a distinctive underbite. Rescued from a kill shelter in Virginia, she made her way up to New York and now trots off most days to \u003ca href=\"http://schools.nyc.gov/schoolportals/21/k410/default.htm\">Abraham Lincoln High School\u003c/a> in Brooklyn with Dave Robinson, an assistant principal there who adopted her. Robinson and school principal Ari A. Hoogenboom applied to the Comfort Dog Program when they heard how well it had worked in elementary and middle schools around the city. “Our attitude was, if something’s good, let’s do it here,” Hoogenboom said. Abraham Lincoln High School educates some 2,000 kids from various backgrounds and is the only large high school in New York with a comfort dog.\u003c/p>\n\u003cp>Hoogenboom recognized that some teenagers might not want to interact with Nina, either because of allergies, fear or a cultural inhibition. Before bringing in Nina, he sent all parents a “positive option letter” that they had to sign before their child could interact with her. Having a dog in school requires sensitivity to faculty, too, Hoogenboom said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Nina gets to work early. In the morning, she holds office hours (with Robinson) so that students can drop in for impromptu social visits. After lunch, she spends two hours in counseling sessions with small groups of kids, where she “does the basic stuff,” Robinson said: wags her tail, looks at students with her doe-like eyes and exudes indiscriminate affection. Hoogenboom and Robinson said she has had a positive effect on both students and teachers. Attendance at counseling sessions has picked up because kids want to see Nina, and her presence in the meetings gets students to talk more openly. She has helped kids in crisis, offering elemental comfort that humans could not provide. And she sets a welcoming tone at school that has proved helpful in lowering tension.\u003c/p>\n\u003cp>“We’ve had instances with students who were agitated and about to get in a conflict, and she helped bring them down from 10 to 0,” Robinson said.\u003c/p>\n\u003cfigure id=\"attachment_50656\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-50656 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png\" alt=\"\" width=\"1920\" height=\"2286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-800x953.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-768x914.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1020x1214.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1180x1405.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-960x1143.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-240x286.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-375x446.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-520x619.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nina with principal Ari Hoogenboom. \u003ccite>(Courtesy of Dave Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sindler has observed similar reactions to his dogs, not only with the children at Burgundy but also among students at a year-round school in Baltimore where he used to work. Children there often came from challenging backgrounds: Many lived in poverty, or had to travel through dangerous neighborhoods to get to school, or shared a too-crowded home. When these emotionally needy children encountered Luke, Sindler’s benevolent Labrador, they relaxed and were more prepared to learn. The dog seemed to fill unmet emotional needs. For children whose primary experiences with dogs had been limited to frightening confrontations involving growling and teeth, the interactions with Luke also softened their perception of animals. For Sindler, including Luke was all part of an effort to create a safe environment where learning could flourish.\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>Crossman from Yale is careful to point out that public enthusiasm for the efficacy of dogs as support animals far outstrips actual evidence that canines do in fact ease anxiety. Dog-crazy humans are so hopelessly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29023782\">partial\u003c/a> to the animals that they might perceive emotional benefits that do not exist. Further research is needed, she said. But many students and teachers swear by them. If by some decree all dogs were forced to leave campus, something special would be lost, said Max, an eighth-grader at Burgundy who is especially happy when the math teacher’s dog lopes around during exams.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school","authors":["4613"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_21174","mindshift_20784","mindshift_1040","mindshift_21049","mindshift_943","mindshift_21066"],"featImg":"mindshift_50650","label":"mindshift"},"mindshift_46849":{"type":"posts","id":"mindshift_46849","meta":{"index":"posts_1591205157","site":"mindshift","id":"46849","score":null,"sort":[1478025994000]},"guestAuthors":[],"slug":"improving-academics-why-school-climate-matters","title":"Improving Academics: Why School Climate Matters","publishDate":1478025994,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Research shows that the way a school \"feels\" can help kids learn. But school climate remains a hard concept to define and measure.","status":"publish","parent":0,"modified":1478026094,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":808},"headData":{"title":"Improving Academics: Why School Climate Matters | KQED","description":"Research shows that the way a school "feels" can help kids learn. But school climate remains a hard concept to define and measure.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Improving Academics: Why School Climate Matters","datePublished":"2016-11-01T18:46:34.000Z","dateModified":"2016-11-01T18:48:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46849 http://ww2.kqed.org/mindshift/?p=46849","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/01/improving-academics-why-school-climate-matters/","disqusTitle":"Improving Academics: Why School Climate Matters","nprImageCredit":"LA Johnson","nprByline":"Kat Lonsdorf","nprImageAgency":"NPR","nprStoryId":"500060004","nprApiLink":"http://api.npr.org/query?id=500060004&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/11/01/500060004/how-a-happy-school-can-help-students-succeed?ft=nprml&f=500060004","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Nov 2016 11:00:00 -0400","nprStoryDate":"Tue, 01 Nov 2016 00:05:00 -0400","nprLastModifiedDate":"Tue, 01 Nov 2016 11:00:14 -0400","path":"/mindshift/46849/improving-academics-why-school-climate-matters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\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>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46849/improving-academics-why-school-climate-matters","authors":["byline_mindshift_46849"],"categories":["mindshift_1"],"tags":["mindshift_179","mindshift_20974","mindshift_21049","mindshift_943"],"featImg":"mindshift_46850","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. 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